HHS LIFE AND TIMES

"LIFE AND TIMES" BLOG ENDED

2010-12-02T11:29:00.002-05:00

I'm sorry to say that there won't be any more posts to this blog. I and other staff who contributed don't have time to maintain the postings of news about Hanover High School. To our readers, thank you for your interest for the last three years.

You can find continuing news of the school at the students' "Broadside" blog/newspaper through the main HHS web site.

Best regards from Don Buck.

STUDENTS PLACE FIRST AND SECOND IN STATEWIDE MUSIC FESTIVAL

2010-11-10T09:20:00.002-05:00

Senior Alexandra Burkot of Norwich won first place in a musical theater festival on October 31, sponsored by Granite State NATS, the New Hampshire chapter of the National Association of Teachers of Singing. Her program included "Green Finch and Linnet Bird" from Sweeney Todd (Sondheim), "What Does He Want of Me" from The Man of La Mancha (Leigh), and "Science Fiction Double Feature" from the Rocky Horror Show (O'Brien). She sings in the HHS Chorus & Footnotes and studies voice with Louis Burkot.

Jacob van Leer, also a senior, took second place in the Granite State NATS musical theater festival. His program included "Who I'd Be" from Shrek, The Musical (Tesori) and "On the Street Where You Live" from My Fair Lady (Loewe). He is also a member of the HHS Chorus & Footnotes and a voice student of Julie Van Ness.

ABIDJAN WALKER, STUDENT OF THE MONTH

2010-11-01T07:00:00.000-04:00

Senior Abidjan Walker, from Hanover, NH is November's Student of the Month.

Abidjan is an amazing individual. She is an inquisitive student who always strives for higher understanding; she is a natural leader, motivating those around her; and she is a giving person who is continuously looking to be helpful to those in need. Abidjan has served on the HHS council since her freshman year, plays the violin for the orchestra and has risen to the challenges of some of our most difficult classes. Without question Abidjan is a tremendous asset to our school both in and out of the classroom.

HIKE FOR WOMEN'S RIGHTS SPONSORED BY HHS AMNESTY INTERNATIONAL

2010-10-29T15:23:00.002-04:00

"OH! THAT WITH AN IRON PEN THEY WERE GRAVEN IN THE ROCK."

2010-10-26T07:00:00.000-04:00

Poems, stories, essays, drawings and photographs fill up the latest issue of the Pen of Iron. The literary magazine offers 74 works by forty students. Where does the title "Pen of Iron" come from? Check out the two Biblical quotations on the first page. Ask for your copy from Ms Wahrenberger in room 214.

PICK A SCHOOL CLUB AND JOIN! (VIDEO)

2010-10-22T23:35:00.004-04:00

"SUMMER RUNNING," AN ESSAY BY LEAH EICKHOFF

2010-10-15T07:00:00.000-04:00

The first fingertips of rain tap the windows, then grow more insistent. The pattering is a signal, and the drum in my chest quickens its tempo in response. The sky growls, and something rises and expands deep inside me. My body is thirsty for the storm. I flash upstairs to change clothes, and then leap back down, pulled magnetically to the door. I don’t bother with socks or shoes. My body begs me to let go, and I comply, bounding out of the shelter of my house into the torrent. I pause in the driveway to lift my face to the rain, and the darkness above me shudders and cracks. The raindrops fall heavily, but I feel lighter with every pounding drop. The water streams down, and I can’t stay still any longer. I let my body take over.

The wet pavement is rough and familiar to my bare feet. With each step, my toes reach to embrace the curves of Earth. I marvel at the textures. The white paint of a crosswalk delights me in its smooth slipperiness. I don’t shy away from the gravel; the pressure doesn’t prick my calloused soles. My strides are light and quick, and my body relaxes into the motion. I breathe to the rhythm. I run through the center of town, but today it is new. The car headlights are streaky stars through my eyelashes, and I race them, my legs lengthening and reaching, faster and faster. The sky splinters and falls to batter the ground, and in the tumult I lose the sounds of my feet striking the ground and my lungs pulling for air. I am silent, and my silence makes me light, so light in the darkness of the rain. I overtake hooded passers-by on the sidewalk, and feel them watching as my bare feet lift me away. The sky threatens to collapse. They shrink from the lightning, huddle from the rain that my own body strains to touch. I feel them wondering, but I’m already gone. I hope they watch me go. I hope they see me. I feel like something wild and beautiful, and I want to share it, this power that pulses and rages inside me. I am a wood nymph, a winged huntress, a stormy goddess. I’m not self-conscious. The water cloaks me, pricks and wraps my bare skin. I’m gleaming. I’m gliding. The wind weaves and stirs the leaves into a shimmery wet frenzy, and though my hair is pulled back, it twists and stings my neck like Medusa’s snakes, writhing to be free. My skin is cold, but a fire burns inside me.

My entire being resonates with the rhythm of my muscles. The sky glowers and glares, flashes and booms. It rips; it tears. I want to sing, I want to howl, I want to race. The motion is natural, instinctive as breathing. My heart beats for this. My lungs fill for this, I know it with every sharp, exalted breath. My muscles pulse heat through my body.

I run defiantly, blindly into the wall of water. I don’t need to see. I have my breath. I have the rain. I have the ground. I don’t care where I’m going. I don’t run for distance, or time, or speed. I don’t care what I’m wearing, or who sees me. This is my worship, my release, my escape, and my captivity. The hurt and the joy is excruciating, and I couldn’t stop if I wanted to. This is what I was born to do.

SENIOR BRIDGES PROJECT, APPLICATION

2010-10-14T07:00:00.000-04:00

Andrea Alsup, English teacher, writes:

The Senior Bridges Interdisciplinary Project is an opportunity for second-semester seniors to work on an intensive project of their own choosing. Seniors are invited to engage in independent study projects in any subject area(s) extending beyond the boundaries of our current curriculum.

Although projects can be in any area of student interest, each will require that the student research the topic, work with a community mentor, write a substantial amount, create a tangible project illustrating what was learned/accomplished, and prepare a presentation about the topic for a class or panel of community members, students, and teachers. Credit areas and course hour commitments will be determined on an individual basis, depending upon the scope of the project as defined by students in their application forms.

Click "read more" to see the application forms.

The process:

Senior Bridges Project at Hanover High involves three phases and many skills:

The Paper: Acquisition of knowledge. The student learns about a topic by observing, researching, interviewing and writing.

The Project: Application of knowledge. With the help of a community mentor and a teacher-advisor, the student participates in a project—resulting in a tangible product or an experience, or both.

The Presentation: Synthesis of knowledge. The student presents findings to an HHS class or to a panel consisting of the community members, teachers, and students.

Why do it?

Senior Bridges offers graduating seniors several educational possibilities:

1. An opportunity to design and pursue their own courses of study for a range of 1-5 semester credits.

2. An opportunity to practice independent study—scheduling and time management-with an advisor.

3. An opportunity to work with a community mentor/expert.

What else?

As well as allowing students to design what, where, when and how they study in the last semester of their senior years, Bridges allows students to demonstrate mastery of the skills a graduating senior should have:

1. To gather and analyze information

2. To speak and write clearly

3. To make connections among past, present, and future events

4. To solve problems

5. To work cooperatively

6. To transfer skills between one discipline and another

Name:________________________
Email address:__________________

SENIOR BRIDGES STUDENT PROPOSAL GUIDELINES

RESEARCH AND WRITING:

1. What is your topic? Try to define it in a few sentences.

2. Have you identified a potential community mentor? If so, who? Have you met?

3. In what ways might your project be connected to career possibilities for you?

4. What do you already know about the topic? How will it constitute new learning for you?

5. What are the primary questions you hope to answer? (What do you want to learn?)

6. What kinds of research (people, media, print) will you need?
(Bibliography here)

7. What kind of writing would result from your research? For example:

A traditional research paper proving a thesis: “The Abstract artists of the fifties owe more to scientific breakthroughs of the 19th century than to the artistic ones.”
OR
A report with graphics and annotated bibliography”
“The design and building of the Ledyard Bridge.”
OR
A reflective account of your project: what happened, what you learned, what new questions are now raised for you:
“A month working with terminally ill children.”
OR
Another form designed by you, to fit your needs.

8. What is your project? Try to define what you hope to achieve in a few sentences.

9. How are writing and project related?

10. Will it cost money? How much? (If community service is involved, some scholarship funding may be available).

11. Will your project involve other students? If so, how?

PRESENTATION:

12. What preliminary ideas do you have for your final presentation?

CREDIT:

13. Topics and projects will be considered on an individual basis, but if you are requesting a semester credit, bear in mind that one hundred and twenty hours of instructional time are necessary for a one semester course, and plan research, writing, and project accordingly. How much time do you estimate you will spend on each segment?

14. How much (e.g. .5 fine arts or .5 English) and what kind of credit are you requesting?

Are you requesting release time from classes? Explain:

Bridges Timeline:

A. September-mid Oct: meetings with Ms. Alsup in Room 103 to discuss your project ideas, write and revise proposals.

B. October 15: A written proposal following guidelines given you by Ms. Alsup will be due. You should have a community mentor at this time. Mentor agreement form due.

C. Before holiday break: Your proposal will be reviewed by a representative of each department.

D. January after finals: Begin assembling resources (written, living, electronic).

E. End of January: Party/meetings with community mentors and oral presentation panel members.

F. February: Research/project conferences with Ms. Alsup. Must have calendars and documentation from mentor.

G. March: Research/project conferences with Ms. Alsup. Must have calendars and documentation from mentor.

H. April 1: Q3 Mentor and self-evaluations due, project checkpoint due.

I. May 13: Drafts of papers due. Continue meetings.

J. May 20: Projects complete. Continue meetings.

K. May 23-27: Oral presentation practice with Ms. Alsup and other seniors in project. Continue meetings.

L. May 31: Senior Bridges portfolio (documentation of project, log, final paper, mentor evals. photos, notebooks) due. Continue meetings.

M. May 31-June 3: Oral presentations (20 min. present, 10 min. questions) to school and/or community audience; review of portfolios by Steering Committee.

Deadlines and all meetings are critical. You must meet them or lose credit.

HANOVER HIGH SCHOOL SENIOR BRIDGES PROJECT

The role of the mentor:

Because every student proposal is different, the role of each mentor will be different.

We do ask that you all observe a few guidelines:

1. Have an initial meeting with your student to review proposals and suggest resources for independent study: people, places, and media.

2. Plan a minimum of four meetings between February and mid-May to answer questions, review papers and projects, and discuss progress in general. Andrea Alsup will be the in-school advisor for the student; we will plan meetings to alternate with mentor meetings.

3. Attend the student’s final presentation (about one half hour, in a class or after school during the week after Memorial Day). If it isn’t possible for you to attend your student’s final presentation, please let your student know as soon as possible. We will ask you to help evaluate the presentation with others- -students, teachers, and community members.

4. Write a mid-semester progress report by April _ and a final evaluation after the oral presentation.

Please see evaluation forms in the Senior Bridges project handbook. Your student will provide you with stamped, addressed envelopes for mailing.

If you have problems or questions, please call Andrea Alsup:
at Hanover High: 603-643-3431 x2201
at home: 802-222-3372
Email: andrea.alsup@dresden.us

Thank you very much for your interest in our students.

Senior Bridges Quarter Three Grades

Quarter Three grades will be based on your work in progress. We will average:

1. Your own self-assessment
2. Your mentor's comments (see following form)
3. My assessment based on our conferences and your rough drafts of paper(s)

Please fill in the blanks and return this sheet to AA's mailbox no later than April ______ the school day the quarter closes. Fee free to discuss your grade with me Depending on your project, some of you will have only one subject grade.

__________________letter grade ___________________letter grade

__________________letter grade ___________________letter grade

Comments, suggestions, and requests:

Senior Project Checkpoint: Due April_____________________________

(Because your project is special, not all of the following will apply, put an NA by questions not applicable to your project.)

MENTORS/INSTRUCTIONS/ADVISORS:
1. Who has helped you so far and how? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List contacts: who when
Phone calls ________________________ ________________________
Interviews ________________________ _____________________ __
Classes/Volunteer time ________________________ ________________________
Help Meetings ________________________ _________________________
Other ________________________ __________________________

Materials:

List reading material: author, title
__________________________________________________________________________
__________________________________________________________________________

______________________________________________________________________________________

If you are making your project, list the materials you have actually use so far.
a.________________________________________________________________________
b.________________________________________________________________________
c. ____________________________________________________________________________________
d.________________________________________________________________________
e.________________________________________________________________________

TIME MANAGE MENT:
Breakdown of time spent so far.

Hours Describe what you were doing.
______ _______________________________________________________________________________
______ _______________________________________________________________________________
______ _______________________________________________________________________________
______ _______________________________________________________________________________
______ TOTAL HOURS

Describe how your time management of completing your Senior Project works in your busy schedule
Mid-Semester Mentor Progress Report for Senior Bridges

Please return to Andrea Alsup by April _____, the end of the marking period.

Date:________________________________________ Student:______________________________________

Please comment on your student's progress to date. Are satisfied that the project is going well and that the student is working hard?

Are there problems?

Assign a letter grade if you wish: ________________________________

Is it OK to discuss your report with your student?____________________

Signature:_____________________________________________________________________

Thank you very much for your time.

ORALS

TASK ANALYSIS FOR PRESENTATION:_____________________________________

Name:_______________________________________________Date:_____________________

1. Give an overview of your presentation. What do you hope to accomplish, to prove or to show your panel. Include main ideas and/or skills you have learned from both your research and your project.

2. How are your project and your research paper related? How do you plan to show this relationship to the panel?

3. Analyze your presentation. What do you plan to use for an introduction? What will you say about the research paper? The project? How will you conclude your presentation? Will you be demonstrating or performing as part of our presentation?

A. Introduction:

B. Project Detail:

ORAL EVALUATION

SENIOR PROJECT PRESENTATION ASSESSMENT

Student Name:_______________________________________________________________________
Panelist_____________________________________Advisor____________________________
Please indicate, with a check under yes or no, whether or not each characteristic of the presentation was acceptable. Please add comments on back of this sheet or on separate sheet.

1. INTRODUCTION of SPEECH YES NO COMMENT
*gained attention of audience ____ ____ ____________
*topic was clearly stated ____ ____ ____________
*related topic to audience ____ ____ ____________
*student's credibility established ____ ____ ____________
*body of speech was previewed ____ ____ ____________

2. BODY of SPEECH
*sufficient information presented ____ ____ ____________
*clearly reflected student's learning ____ ____ ____________
*accurate, relevant information ____ ____ ____________
*”visuals” incorporated ____ ____ ____________

3. CONCLUSION of SPEECH
*effective and definite ____ ____ ____________
*summarizes main ideas ____ ____ ____________
*gives closure ____ ____ ____________

4. DELIVERY
*appropriate dress ____ ____ ____________
*effective eye contact ____ ____ ____________
*self-confident, enthusiastic ____ ____ ____________
*effective flow of communication ____ ____ ____________

5. RESPONSES to QUESTIONS
*ease and accuracy of communication _____ ____ ____________

Did the presentation meet expectations of an acceptable speech? If not please explain on back of sheet.
Please make suggestions for the student to carry away from this speech, for her/his future is:

Senior Bridges Portfolio

Senior Project Resume for page 1

Your (conscientiously fill in!) calendar

Your journal and conference notes (mentor and AA)

All final papers

Your self-evaluation; typed or neatly printed

Your mentor verification and evaluation form

Any contents which might enhance your portfolio--photos, art work, interview notes, original work--just be sure to attach neatly labeled caption sheets. Include times which will reveal your personality and voice.

Paper Evaluations
( to be includes in final portfolio with paper)

Paper(s) will be read by your advisor, your mentor, and by at least one Steering Committee member. Each paper will receive tree grades from each reader:

Content: clarity of ideas, thoroughness of investigation, originality of expression

Process: inclusion of drafts with evidence of revision based on reader commentary, timliness

Grammar, Usage, and Mechanics: Final should be publishable

Due Drafts: First draft May _____
**advisor and mentor reading of draft**
Final draft in portfolio on day of presentation

You must meet these deadlines. They may seem early, but the ground will rush up to meet you when it is time to prepare final portfolios, projects, and to practice for the oral presentation.

Hanover High School Senior Project
Student Verification and Mentor Evaluation

Student Name:_________________________________________________________________

Topic:__________________________________________________________________

Senior Bridges Teacher:_______________________________________________________________

Mentor’s Name:________________________________________

I verify that I worked at least _____ hours on all aspects of the Senior Project. I have categorized the number of hours that I have spent in the following way.

Number of hours worked Phase of Project

____________________ Proposal

____________________ Active Research

____________________ Writing

____________________ Presentation

____________________ Reflection, Evaluation

____________________ TOTAL HOURS WORKED

Student Signature____________________________________________ Date ___________________

Mentor: I verify that I have worked with this student over the course of the entire Senior project. I have seen the project in its various phases, not just as a final product.

Mentor Signature____________________________________________ Date______________________

Please evaluate the student in the following areas. Five is highest and one is lowest.

lowest highest
Effort 1 2 3 4 5

Creativity 1 2 3 4 5

Time Management 1 2 3 4 5

Quality of Final Product 1 2 3 4 5

Quality of Learning 1 2 3 4 5

Senior Project
Mentor Evaluation Form continued

Low Average High

Courteous 1 2 3 4 5

Responds well to instruction 1 2 3 4 5

Shows responsibility (keeps
appointments, meets deadlines) 1 2 3 4 5

Show commitment (works steadily
on project) 1 2 3 4 5

Sets and meets goals 1 2 3 4 5

Works independently 1 2 3 4 5

Interpersonal/communication
skills 1 2 3 4 5

Overall quality of work 1 2 3 4 5

Do you have any suggestions for the student?_______________________________________________

_______________________________________________________________________

Do you have any suggestions for improving the Senior Bridges Program?_________________________

_______________________________________________________________________

Additional comments or observations?:_____________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Please attach additional sheets if necessary and return to Andrea Alsup at Hanover HIgh in the enclosed envelope. We very much appreciate your participation in this program. Thank you.

SENIOR PROJECT: SELF-EVALUATION

Senior_____________________________________Senior Project Title__________________________

Describe your project in 25 words.

Complete the following:

Date started_______________________Date completed___________________________

Estimated total hours spent on the project_______________________________________

List of resources and materials used:

List at least three things you now know after completing this project:

B.

C.

List any personal satisfactions you gained from the experience of working on this project.

List any problems you encountered during any part of Senior Project.

What was the picture in your mind of your project before you started working on it? How does this picture compare with the outcome you experienced?

If given the opportunity, what would you do differently now that you have completed the project?

What is your evaluation of the project -- Passing, Good, or Excellent? Justify your evaluation in at least 25 words.

FINAL GRADES FOR SENIOR BRIDGES

NAME:______________________________________________________________________________

MENTOR:___________________________________________________________________________

ADVISOR:___________________________________________________________________________

PROJECT (50%)______________________________________________________________________

*Self-evaluation
*Mentor evaluation
*Advisor evaluation

PORTFOLIO (35%)____________________________________________________________________

*Mentor evaluation
*Steering committee member(s) evaluation
*Advisor evaluation

PRESENTATION (15%)_________________________________________________________________

*Panel evaluations
*Advisor evaluation

FINAL GRADE:_______________________________________________________________________

SUBJECT AREA OF CREDIT:_____________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

MACKENZIE ANDERSON CHOSEN AS STUDENT OF THE MONTH

2010-10-07T07:00:00.000-04:00

Mackenzie Anderson, from Hanover, NH, is the school’s Student of the Month for October. Mackenzie is a terrific student. She is easygoing, very hard-working, positive and upbeat. Mackenzie attends the Hartford Culinary program and would like to go on to a culinary college. She is captain of the basketball team and, in addition, is the only girl on varsity football and has earned the respect of her male peers. She is a leader in and out of class. Simply the best!

AN ESSAY: "THE BOOK THIEF"

2010-10-06T07:00:00.000-04:00

AN ESSAY ABOUT SUMMER READING: "THE BOOK THIEF"

Students in English were assigned to write an essay in class on The Book Thief by Markus Zusak. Here is the assignment, and the essay by senior Clio Doyle.

"Can ordinary people be considered heroes, or should the term 'hero' be reserved for extraordinary people? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from The Book Thief, and, if you wish, from other readings, studies, experiences and observations."

There is little that I can say about this topic that does not sound hackneyed. It is the situation that makes the hero. People who live in ordinary surroundings in times of peace generally do not have the opportunity to distinguish themselves. Extraordinary situations create the need for heroes, and people rise (or do not rise) to the occasion. As Gray says in his “Elegy in a Country Churchyard”, the world is filled with “mute country Cromwells” and “Hampdens guiltless of their country’s blood." Or something like that. The point is that a crisis -- in this case, WWII -- will bring out the best in certain people. If one must speak of the Book Thief, one might point out that the Hubermanns take in a Jew, Max Vandenburg. They are far from heroic, but the situation (life in Nazi Germany) mixed with chance (Hans Hubermann’s promise to the accordion player’s wife) leads them to do something that can be called heroic. It seems to me that this is Zusak’s point.

Of course, Zusak is making a bigger point. Namely, that humans are capable of withstanding and inflicting great suffering. This is far from original, albeit true. He seems to see the world as made up of connections between people, which are threatened by hatred, racism and fear. Liesel and the Hubermanns, Liesel and Rudy Steiner, Liesel and Max Vandenburg, are connected to each other in various ways. These interpersonal links are constantly threatened by outside forces, until they are suddenly broken by the bombing of Himmel Street. This is also where the main action of the novel ends, as though novels and heroism cannot go on in a vacuum or gravitate around a single person. Heroism is a social force. It grows out of love for other people.

One can speak of heroism, but perhaps not of “heroes." “Hero” is subjective. Jesse Owens is Rudy Steiner’s hero. Does that make him “a” hero? (I am not saying it doesn’t.) This goes back to the question of whether one can be a hero in a vacuum. Must other people witness and approve of one’s actions for one to acquire the status of “hero”? And then, of course, one must define a “heroic” action. What separates the “heroic” from the merely “decent”? Perhaps “heroism” implies the risk of one’s life for pure and unselfish motives. But few movie stars and musicians risk their lives for the good of mankind.

No, one must separate the “hero” from the “heroic." In fact, heroes hardly ever do anything heroic. They are signposts that point the way for lesser mortals. Most acts of heroism remain unknown (or so seems to be Mark Zusak’s point of view) to all save death and the perpetrator.

And are there any “extraordinary” people? (I have just reread the question). Is it not a little unfair to the human race to assume that the people who distinguish themselves must be extraordinary, and not just lucky? The human race need not think like Plutarch any longer. I don’t believe there are extraordinary people -- only people. That makes it a lot more exciting. That means that any one can be a hero (here one enters into the wilds of the hackneyed -- but it can’t be helped). I’m not sure I believe in heroes either -- only in people. It’s far too convenient to believe in heroes. It lifts some responsibility off one’s own shoulders.

People invent their own heroes. To Rudy Steiner, Jessie Owens represents everything heroic, including his (Rudy’s) own potential heroism. But that’s only a convention. In times of war and great upheaval, conventions fall away. People have to become their own heroes. No one wants to be a hero. It’s unpleasant. The people who want to be heroes never are.And here is the rest of it.

2nd ANNUAL DEUTSCHER TAG AT HHS

2010-10-05T11:23:00.002-04:00

HHS German teacher Uwe Goodall-Heising writes: One day after the 20th anniversary of the German Reunification, the HHS community celebrated the Second Annual German Day. The German Club and German language students had organized the event. We welcomed 25 band students from our partner school in Neustadt an der Weinstraße on their visit to the Music Department, and some of them, in turn, played some tunes for us during Activity Period. There was an exhibition in the atrium on Germany and the reunification, as well as games and lots and lots of HARIBO gummi bears. Students from HHS's varsity soccer team played against German students in the Gym.

The Pizza Party after school, which was generously sponsored by the "Half & Susanne Zantop Fund." lasted about 45 minutes even though the actual pizza was gone in less than 5 minutes. Thanks for participating.

FIFTEEN ARE NATIONAL MERIT SEMI-FINALISTS

2010-09-29T07:00:00.000-04:00

Fifteen members of the class of 2011 have been named National Merit Scholarship semi-finalists. They took the Preliminary Scholastic Achievement Test last fall. The nationwide pool of semifinalists, which represents less than one percent of U.S. high school seniors, includes the highest-scoring entrants in each state. The number of semifinalists in a state is proportional to the state’s percentage of the national total of graduating seniors.

They are now offered the chance to submit personal high-school transcripts and essays to qualify as National Merit Scholars. The scholarships are administered by the non-profit National Merit Scholarship Corporation.

Hanover High's semi-finalists are: Jackson Blum, Jessica Buckey, Scott Collins, Clio Doyle, Mary Finlayson, Keegan Gantrish, Cameron Glouchevitch, Rebecca Haynes, Andrew Pillsbury, Christopher Stevens, Libby Tolman, Althea Valence, Jake van Leer, Scout Wallace and Claire Weaver.

The class of 2010 had eleven semi-finalists.

SENIOR CREATES PEER MENTOR PROGRAM FOR NEW FRESHMEN

2010-09-28T07:00:00.000-04:00

Principal Deb Gillespie writes: HHS began a Peer Mentor Program this year. The idea came from senior Meghan Gerling, who wanted to provide support to incoming 9th graders. She worked with Guidance and the administration to create a program that assigned 9th grade students to a small group of other freshmen and two juniors or seniors. The program helps freshmen transition to HHS by providing a mentor who can help them with time management and involvement in clubs and extracurricular activities. We have been impressed by our mentors and feel the program is off to a good start.

ALUMNI NOTES: LT JAKE MIRALDI BACK FROM AFGHANISTAN; THANKS STUDENTS FOR HELP

2010-09-27T07:00:00.001-04:00

UPDATE: Jake Miraldi, class of 2003, went to West Point, and then to Afghanistan. He's at right in the picture. Last week he sent the school a report about his service and his return:

Everything people from the school sent to me in Afghanistan helped a great deal and went a long way towards endearing us toward the local people in the various districts we operated in. Today the situation is almost universally improved from where it was in the beginning of 2009. The bad guys have been pushed further from the population centers in the Konar River Valley and daily life has improved for just about everyone. While we were there we developed several tribal counsels called "Shuras" to help integrate the local tribal governance systems into the national system we are trying to foster. There were many, many frustrations but I feel like we at least improved the Afghan outlook on what national government can do for them if they are willing to be active participants. All in all I believe we laid the groundwork in places where Americans had never really operated for the follow-on success of the units that replaced us.

We were in a very violent place and we had 7 wounded in action in the platoon (including myself) and one killed in action. His name is SSG Eric Lindstrom and he is survived by his wife Tara and their 18-month-old twins Olivia and Riley. I keep in contact with his family and they are doing fine, or at least as well as can be expected given the circumstances. In the end, though, all of our wounded have healed up fine and we were very lucky given some of the circumstances we found ourselves in to have not had more people get hurt. The platoon also came back highly decorated with four Bronze Stars with Valor awarded the platoon and one Silver Star still going through processing.

For me personally, I will not deploy with this unit in the spring because in January I am going to the Captain's Career Course to learn how to be a company commander. That will end in June of 2011 and, I am trying, after that to get put into a unit going back to Konar Province in early 2012, hopefully as a company commander.

DIKSHA GAUTHAM, STUDENT OF THE MONTH

2010-09-17T07:00:00.000-04:00

Diksha Gautham of Hanover is the Student of the Month for September. She is a very generous person as well as being courteous, hard-working and extremely smart. Always patient and willing to listen, Diksha volunteers for many causes because she is genuinely interested in others. She has worked with the Summer Enrichment at Dartmouth program and is eager to tutor younger students this fall. She's a member of Model UN, Amnesty International and is an insightful member of Council. Diksha has a great sense of humor and loves to have fun rowing on the Connecticut with friends or writing funny plays in class.

WE PROMOTE LEARNING AND ENCOURAGE RESPECT

2010-09-15T07:00:00.001-04:00

Dean of Students Ian Smith greeted the school on opening day:

Welcome back everybody. It's good to see all of you and I'm really looking forward to a good year.

I took the time this summer to reflect on how we operate as a school, and I thought about initiatives that would benefit both the students and adults that share the building. I considered information for my opening remarks that I think is both good and necessary for you to hear.

I'd like to begin by mentioning the opportunities we have here to one, promote learning and two, encourage respect. I believe that these two efforts are the cornerstone of this high school and neither can be accomplished fully unless they are practiced every day. To work hard and treat people in a civil and decent manner are reasonable expectations to have for all those who come to this building everyday to work together and learn together. It is not unreasonable for the staff to expect this from you or for you to expect it from the staff.

Now this doesn't mean you can't have fun, you can't laugh, or enjoy each other's company - but first and foremost, this is where we learn, where we teach and where we work and we have expectations for how you spend your time in this building, structured or unstructured, and we expect you to meet those expectations. The vast majority of you do and it's important for you to know that we appreciate that. Beyond treating people well there are a few other things that are important for you to know. For years as part of our attendance policy we have had a rule in our handbook stating that if you accumulate 5 cuts in a class, you are withdrawn failing from that class. We looked at the language last year and again this summer and the policy can't be more clearly written. With attendance being the underpinning of all that we try and do here it would make sense that the staff and students on council, with the support of the school board, have placed a premium on being in the classroom and there are serious consequences if you willfully choose not to attend. As a student, I would want to know this. If we didn't remind you of this 5-Cut Policy we would be doing you a disservice.

Another issue that I spent a good deal of time on last year and would like to talk about with you is our Academic Integrity Policy. If you violate our Academic Integrity Policy in either your 9th, 10th, 11th or 12th grade year, if you cheat, and it's determined that the events surrounding your case are actionable (meaning that we can move forward in good conscience), than your name is forwarded to your guidance counselor. When it comes time to apply to schools in your senior year, your guidance counselor then has the moral and ethical responsibility to reveal to colleges and universities you've applied to that you have violated this policy.

There are other consequences (for example schedule-up, notification of parents, a zero on the assignment etc.) but the penalty that most concerns students and parents is the reality that this offense becomes part of your permanent record, regardless of the year in which the offense took place. If you are suspended out of school, again, regardless of whether it is your 9th or 12th grade year, this becomes part of your permanent record and we, and you, are obligated to report this information along to the schools you applied to. The practice of notifying schools of your behavior and associated consequences extends even after you have been admitted to the school of your choice, money has been sent and formal plans have been made. As a student, I would want to know this, be reminded of it in this setting so you can perhaps reference this information while you are in the midst of making a poor decision.

Finally, I want to talk about insubordination, the behavior of not following the reasonable instructions of an adult. Our handbook clearly references this behavior as being a suspendible offense. Our expectation is that any time a student and an adult in the building have an interaction, the exchange will be appropriate and instructions will be followed. This is important to me because how we treat other is reflective of the kind of school we are, what our values are and whether or not this is the kind of place that people want to be.

I've talked about things today that I think you ought to know and that I think you need to hear. Please know that this staff is committed to working with you, helping you with things that concern you, making every effort to accommodate you if need be, but please know that our expectations are high. We will monitor the effort you make, the work that you do and the behavior you exhibit, not only in the classroom, but in the atrium, the cafeteria, the turf field or anywhere else that students gather.

As I try to guide your behavior, and make you are aware of longstanding rules and expectations, I also want you to know that I would choose to spend all of my time in a more preferable way if the choice was entirely mine. I want to attend your classes, hear you laugh in Ms. Stevenson's room and exchange witty remarks with Mr. Hackman, make pancakes for you in Common Ground if I get the chance, go to your games, hear you sing -- and be impressed, amazed and proud of the things you say, the work you produce and the music you make. Thank you for your time. Please take the time to come by and visit me in my office if you can. I would enjoy talking to you. It's truly good to have you back and have a great first day.

SENIORS WIN ENVIRONMENTAL-WRITING PRIZES

2010-09-02T18:13:00.002-04:00

Libby Tolman won first place in June in a writing contest sponsored by "2012 and Beyond," an Upper Valley environmental group. Isabelle Dietz won second place and Clio Doyle won honorable mention. All are incoming seniors.

Libby writes: "The contest accepted essays, graphic novels, and stories, and I chose to write a story. The work had to be about the effect climate change would have in the future; the contest suggested that the work mention a specific year after 2012 but during the probable lifetime of today's teenager. Also, the work had to make specific reference to the Upper Valley.

"Ms. Alsup gave my English class the option of writing something for the contest instead of completing a different writing assignment she'd assigned. I chose to enter the contest because we don't usually get the chance to write stories in school."

In 2007 Libby was one of seven finalists in an essay competition sponsored by the New Hampshire state court system on the question of whether the 4th Amendment to the US Constitution (protection against random search and seizure ) should apply to students at school. In 2009, as a sophomore, Libby won second place in New England for an essay sponsored by the national Bill of Rights Institute for her essay on the civic value of justice.

To read the prize-winning story "2054," click "read more." It is the narrator’s duty to relate the events that happened on that small planet in that fateful year, so that his readers, no matter what their location in the space time continuum, may draw from his story what lessons they will.

Paul Thompson wasn't usually the sort to go for a walk, especially not on a July day, but that day wasn't the normal sort of day. No, today definitely wasn't normal, he thought, pausing in front of Baker Library and looking across the green. In his own days as an undergraduate he and his friends passed Frisbees there, but today the green was nearly empty. The only students hurried across in groups of two or three, eager to get out of the hundred and fifteen degree heat and into the air conditioning. Thompson sympathized with them, but something about sauna-like heat helped him think.
"Professor!" a call made its way through the humidity-heavy air. Thompson looked up, startled, at the young dark man making his way out of the doors of the library. He'd always liked John Cross, even if his manner was a bit brash. Thompson couldn't blame him; a man had to be brash to lose a home through a government Mandatory Relocation of Low-Lying Island Residents program and make it to an Ivy League campus emotionally intact. Besides, the young man was a veritable physics genius.
John looked concerned. "They told me I'd find you out here. Don't you know the state warnings? In this time of summer, a man of your age outside for ten minutes risks stroke," he insisted.
"Yes, John, yes," Thompson sighed, "you have the problem set for me?" He took the pencil-covered sheet from John's hands and examined it through bifocal glasses. "This is good work, John, good work. With a physics mind like yours, some day you'll discover the key to oil-free society." As the last phrase left Thompson's mouth, his face contorted in an odd way. John was surprised: the expression "key to oil-free society" was common enough, and while it often provoked looks of wry hopelessness, he'd never seen it illicit quite the mixture of smugness and concealment he'd just witnessed. Passing the expression off as the effect of summer heat on an aging mind, he thanked the professor and made his way back to Baker, glad that the old man, too, was walking towards the air-conditioned comfort of his office.
A few minutes later, Thompson had placed John's problem set on the top of his pile of student work and was sorting through the jumble of other papers on his desk. As his eyes fell on a sheet of paper covered with big block letters spelling AW Oil, he thought back to his conversation with John. If there was one thing John wouldn't do, he reflected, it was discover the key to oil-free society. No, Thompson had found that just last night. It had been a bit of an accident, really: he couldn’t sleep out of anticipation of the AW Oil letter, and he’d leafed through the physics department’s old research notes in hopes of boring himself to sleep. At about one in the morning, he’d started on a recently-deceased colleague’s notes. It was there that he found it. The use of hydrogen in a clean fuel cycle had been an active topic of research since the beginning of the 21st century, but physicists hadn't succeeded in making it efficient. As Thompson read his colleague’s unpublished research, he realized they'd been using the wrong approach for decades; the colleague had found the answer while pursuing completely unrelated research on subatomic particles. Thompson regretted that sharing this helpful discovery with the world would bring him little fame and even less money. His late colleague would get all the credit; the man’s heirs, the money. Thompson was a little surprised the man hadn’t shared the information before he died, but, after all, the new strain of tick-born encephalitis often caused severe confusion in its victims before death.
Thompson wasn’t happy to find success where thousands of others had failed; rather, the accident presented him with a dilemma: an oil-free society wouldn't be good for him. He fingered the AW Oil paper, and murmured its first few lines to himself: "Mr. Thompson, with this letter Alaskan Wilds Oil encloses its promised check of 95 million dollars for the use of the oil rights to your property in northern Canada. We would also like to thank you for the use of your land; with peak oil nearly half a century behind us, your property is one of perhaps a dozen that still have viable, promising oil fields. Our yearly payments will continue as long as the oil supplies remain; our technicians suspect this will continue for the better part of a decade..." The better part of a decade. I'll be almost a billionaire, the professor mused. Thompson had spent the better part of his teen years working as a valet for an old millionaire, and since then he had always wanted money. The old man had left the Canadian property to Thompson in his will; at that point, it was the least valuable part of the old man's portfolio, and until Thompson discovered oil, the taxes had made his inheritance more of a burden than a gift. He suspected that was what the old man had intended. If only the old man could see me now, Thompson thought, at the beginning of a life of wealth and ease. Wealth and ease or a saved world: that was his choice, or at least so it had appeared until Thompson’s reverie on the green. Now, he realized, there might be a way for both.
Placing the AW Oil letter down on his desk, he picked up his colleague’s research notes. It was lucky that the man had been so quirky; any normal person would have stored work in a hard-to-destroy electronic format. Thompson knew just how to destroy paper. He walked over to the fireplace, a quaint relic of the time when Hanover was cold in winter. Digging a match out of his closet, the professor struck it against the brick wall and placed the small flame against the paper. As the research fell from Thompson’s hands to the fireplace, it flared, illuminating the dimming office with its glow. Many feet above, the tiny stream of smoke leaked from a chimney into hot air.
Thompson smiled at the ashes. He knew the key to an oil-free society, and he would share it, later, after he’d earned his billion dollars. The fire would make sure no one could discover it before. Leafing through his papers, he picked up the check, and made his way through the heat to Ledyard Bank.
John Cross left Dartmouth that night to visit a friend in Canada. He was there when he got the news: a hurricane was forming in the Atlantic, one that looked to be far more powerful than the typical weekly storm. At first, it seemed the storm would avoid Dartmouth. But then it took a northern turn, and hit the campus with devastating ferocity. The Hopkins Center was the first to fall; Collis, Baker, and a dozen dorms and fraternities followed it quickly. Other buildings were flooded or partially destroyed. Death tolls were so high that The Dartmouth printed a list of survivors, rather than of fatalities. Scanning the list of names, John noted that that of his old physics professor was not among them.
The rest of the history of the planet barely serves telling. Massive methane releases flowed from the oceans; seas continued to rise; temperatures skyrocketed; no one discovered Thompson’s colleague’s world-saving ideas. Ironically, though, it wasn’t heat that ultimately did the world in. Instead, the apocalypse came from oil. Soon after Thompson died, AW Oil’s field in Canada became the only source of fuel. The company’s patriotic executives sold only to the United States, and naturally this angered Europe, Asia, and anywhere else not fortunate enough to be American. Tensions came to a climax when Russia issued an ultimatum: either AW would give oil to the Russians, or Russia would use its nuclear arsenal. A translation error made it appear that AW wouldn’t budge from its policies; and Russia released nuclear weapons on half a dozen American cities. The US used a dozen weapons in retaliation, one accidentally hit China, and from there events snowballed. A week later, the planet was a hot, charred ball of nuclear waste. No human being survived.

Perhaps the reader thinks that the tale of Paul Thompson has nothing to do with him, for he is in a different time or place. But in his own small way, is not the reader Paul Thompson? Has not he put off doing want was right for his planet, if not for money, then for comfort or ease? If the reader takes anything from this story, then, let it be this: that when it comes to saving a planet, later may be too late.
Sources

Mrasek, Volker. “A Storehouse of Greenhouse Gases Is Opening in Siberia.” Spiegel Online International.N.p., 17 Apr. 2008. .

“The Weather IS Becoming More Extreme.” Center for American Progress Action Fund. N.p., 16 May 2007. .

Struck, Doug. "Climate Change Drives Disease To New Territory." The Washington Post. N.p., 5 May 2006. Web. 25 May 2010. .

“Water oxidation advance boosts potential for solar fuel.” Physorg.com. N.p., 5 May 2006. Web. 25 May 2010. .

ACRYLIC SELF-PORTRAITS: BLENDING, LAYERING, USING THE VISUALIZER

2010-06-10T07:00:00.001-04:00

First, students in Ms Greene's painting class spent several days blending acrylics and learning layering, application and mixing techniques. Then most students traced pencil outlines of themselves onto their canvases using a camera device called a Visualizer, which allowed them to get proportions right in a reasonably short time. A few advanced students painted directly from observation. The portraits are hanging in the atrium for the last several weeks of school.

From top to bottom: Mason Cleveland, Scott Welch, Nicole Lawless, Maria Wallace, Maggie Dwyer, Emily Lohr,Colleen Garrity and Alex Bozuwa.

MUSTER DAY WITH THE HHS BAND

2010-06-08T07:00:00.006-04:00

At the town Town of Hanover's Muster Day (Memorial Day) at the Old Meeting House, the HHS Band accompanied the audience in the singing of America The Beautiful and the Star Spangled Banner. Boy Scouts read the Pledge of Allegiance and Girl Scouts read the Gettysburg Address. Then the Scouts led the audience to the cemetery while the band played the anthems of the Army, Navy , Coast Guard, Air Force and Marines. Two buglers ended the ceremony with Taps. HHS Band Director Norman Wolfe writes: "It's a very simple but memorable occasion and I am lately humbled by the large number of band students who participate. Sixty student volunteers took part, or about 75% of the Band, double the number from a few years ago."

SAM FARNHAM, STUDENT OF THE MONTH

2010-06-07T07:00:00.000-04:00

Sam Farnham, class of 2010, is an easy-going, curious and genuinely kind student who gives a lot of his time to other people without seeking any recognition. He volunteers at the Dartmouth Child Care Center and coaches 3rd & 4th grade basketball. Sam has sung in the chorus and played baseball and soccer for four years, but it is soccer that he loves. He has taken Italian at Dartmouth and this year he co-taught the March Intensive class “Speaking Spaghetti.” Sam will attend Dartmouth College in the fall where he plans on majoring in Italian and Economics.

"IT'S NICE TO SEE ONE OF OUR YOUNGER MEMBERS GIVING BACK TO THE CLUB."

2010-05-26T07:00:00.003-04:00

The Grafton County Fish and Game Association now has six newly-renovated "popper" pistol targets thanks to HHS freshman welder Dashiell Andrews. Dashiell, an associate member of the group for two years, heard that they were looking for a volunteer to make metal repairs on the old targets.He used his cutting and welding skills to make new steel bases, and developed a threaded bolt adjustment system that allows for a wide range of target-setting in normal and windy conditions. Shop teacher Dave Holloway and club member Glyn Reinders advised Dashiell, who will earn community-service credits as well as credit for the welding class.

"It's nice to see one of our younger members giving back to the club," says the association's newsletter.

YALE ACAPPELLA SINGERS MEET HHS CHORUS

2010-05-24T07:00:00.001-04:00

Music teacher Jane Woods writes: Yale University's acappella group, Mixed Company, presented a morning concert for the school on May 18. The group of 13 excellent singers performed a mix of contemporary rock and jazz tunes in the auditorium and was enthusiastically received.

Mixed Company then did workshops with three sections of the HHS chorus. The visitors answered questions about singing and college life, performed additional songs, and taught HHSers an acappella tune (which was learned in 20 minutes!) Members of Mixed Company divided into their four vocal parts and worked with the respective sections from the HHS Chorus. Once the basic parts were learned everyone joined together in a rendition of the complete song (MacDonald Girl and Seasons of Love). HHS's chorus learned a lot from working closely and singing together with the Yale students.

STUDENT OF THE MONTH FOR MAY: SENIOR NICK O'LEARY

2010-05-17T07:00:00.003-04:00

Nick O'Leary from Hanover, NH is our Student of the Month for May. Nick has been part of every HHS show in his four years here. He sings, acts, directs, and does stage design, and also acts in the North Country Community Theater teen show. Nick sings in HHS's chorus and is on the board of Footlighters and is Captain of the Quiz Bowl which won the New Hampshire Quiz Bowl League state championship this year. Nick is an accomplished, likable and relaxed student who takes life in stride.

NEW LINK: CHEMISTRY and PHYSICS PROJECTS for SENIORS (CAPPS)

2010-05-14T09:59:00.003-04:00

Click the new link at the top of the right-hand column to see HHS's prize-winning robots, Sumo robots and more. It's the Lego Collective, the blog for the HHS class Chemistry and Physics Projects for Seniors.

ALUMNI NOTES: BLAIR SHEDD, CLASS OF 1996, NOW "DOCTOR WHO" ILLUSTRATOR, VISITS ART CLASS

2010-05-13T07:00:00.000-04:00

Blair talked to students about the arc of his career, starting with high school, moving on to his post-high-school art education and then to his work as a graphic designer, illustrator and comic book artist. He has done work for Dr. Pepper, Dartmouth-Hitchcock Medical Center and many other clients. He demonstrated how he uses PhotoShop to create drawings and construct his work flow. Recently-published issues of "Dr. Who" comics were illustrated by Blair with colorist Charlie Kirchoff. Today Blair lives in Fairlee, VT with his wife and children. A portfolio of his work appears at www.oneGemini.com.

"WICKED," LINCOLN CENTER AND CARNEGIE HALL: CHORUS VOLUNTEERS' TRIP TO NEW YORK

2010-05-11T07:00:00.000-04:00

After many rehearsals at school, forty volunteers from the HHS chorus traveled to New York over April vacation to work with cast members from Broadway's "Wicked," rehearse in Lincoln Center, and perform in the Stern Auditorium at Carnegie Hall with a guest conductor. To hear students describe the trip, scroll down to the April 28 blog post.

MARCH INTENSIVE CLASS: HOW THE TOWN OF HANOVER IS MANAGED

2010-05-10T07:00:00.001-04:00

Physics teacher Carl Mehrbach writes: During the week of March Intensive courses this group of students learned about the geographic, ecological and environmental complexity of their town of Hanover.

On Day One members of the Planning and Zoning offices walked us through the reasons all buildings in Hanover must be planned carefully, from pre-construction through finish. One continuous problem struck the students: Hanover’s land is amazing in its variety. We discovered how complex it is to run a town which covers 50 square miles with 200 miles of roads. Controlling water and sewage were the two most important topics, but we also touched upon all other services which make up a town, from internet service to electricity supply.

We surveyed the building of a new hotel in downtown Hanover and spoke of its construction problems, including dealing with various soil types, e.g., an underground stream runs right through the middle of downtown Hanover.

On Day Two we rode town dump-trucks to and from a sand pit, then delivered the sand to a storage pile in the Hanover Public Works Department facilities. This natural sand will be mixed with manufactured sand and used to sand winter roads after the snow storms of next winter.

We watched the 5000-gallon tanks at Hanover's waste plant “in action.” The waste water facility handles approximately 1 million gallons of waste water per day, cleaning the water mostly by natural bacterial action, then delivering it into the Connecticut river. The most starling fact: The treated water delivered to the Connecticut River is cleaner than the drinking water delivered to Hanover homes!

Day Three: Students took a course in the use of a defibrillator, and received certification in CPR. We learned search-and-rescue techniques in a simulated building engulfed by fire. Students learned how to stay low because of heat-rarefied air; how to search in visually impaired situations; how to find people requiring assistance despite limited visibility; and carrying unconscious and/or impaired people to safety.

We rode in and helped to operate fire trucks, including a hook and ladder. Students were lifted over five stories about street level by an automated ladder on a fire truck.

Every worker we met in Hanover’s Public Works Department was incredibly skilled and knowledgeable. Each employee had a different set of skills, from water chemistry to carpentry to mechanics to electrician. These many skills fit together to make the town work seamlessly, and without worry, for all residents of Hanover. And here is the rest of it.

GOLD MEDAL FOR PAUL SULLIVAN, A JUNIOR AT HHS AND HARTFORD TECH

2010-05-05T07:00:00.001-04:00

To win his national gold medal in Collision Repair from SkillsUSA, HHS junior Paul Sullivan had to estimate his fender job, fix the fender dent (metal fender with a plastic attachment), weld, repaint the fender and take two written tests, all between 8AM and 3PM, and all against 15 other contestants. After that victory in Burlington, Paul will head for the 46th annual National Leadership and Skills Conference sponsored by SkillsUSA in Kansas City in June.

Paul has raced stock cars in Canaan, NH since he was eleven. Today he splits his time between attending HHS, attending the Hartford Area Career and Technology Center, and maintaining the cars he drives.
According to its web site, SkillsUSA is a partnership of students, teachers and industry working together to ensure that America has a skilled work force. Its mission is to help its members become world-class workers, leaders and responsible American citizens. The organization serves more than 300,000 students and instructors annually, and has 13,000 school chapters. More than 14,500 instructors and administrators are professional members of SkillsUSA.

STUDENTS' 90-MILE HIKE THROUGH SPAIN

2010-05-03T07:00:00.000-04:00

Spanish teacher Eric Picconi writes: Eight HHS students hiked in Spain over April break, led by me and Math teacher Eve Ermer. The first five days were spent hiking part of the the famous pilgrimage route El Camino de Santiago, beginning in Puente la Reina and ending in Belorado. During the march of 145 kilometers (91 miles) the group saw Roman roads, ancient bridges, enormous and ornate cathedrals and churches, and pastoral views with blooming flowers.

In the days that followed, we visited the cities of Burgos, Segovia and Madrid. In Burgos we marveled at the city's cathedral and museum. In Segovia, we saw the breathtaking ancient aqueduct and the fortress of Queen Isabel. The students roamed the narrowing, winding streets of the walled city of Ávila before heading to the capital. In Madrid the group visited the Prado museum, the Reina Sofía modern art museum, and the Royal Palace. We also strolled through the gigantic city park, El Parque de Buen Retiro, and finished by doing plenty of sightseeing, people watching, and shopping near the Plaza Mayor. Everyone returned home exhausted, but with plenty of memories to share with friends and family.

BEHIND THE BLOG: MARCH INTENSIVE 2010

2010-04-29T07:49:00.001-04:00

Senior Dan Morrison writes: Ever wonder just who writes the articles you read on the HHS blog? Here is your chance to find out. During four days during March Intensive, seven students learned just what it takes to be a blogger. They learned skills in journalism, photo and video editing, and so much more. They all either learned new technological knowledge they held, or even shared some they already had, all to give the HHS blog a healthy sum of fresh stories ready to post day by day.

The group consisted of two seniors, one junior, and four freshmen, who came together and worked very hard. Whether it was working on longer stories about the March Intensive or of a single course, or making short videos using special effects just for fun, the group worked well, and gained a lot of useful knowledge, as well as keeping the blog stocked with new stories for at least two weeks. The instructors, Mr. Buck and Dr. Hair, both were excellent teacher, but they learned as much from the students about technology as the students learned form them about journalism. Now that there are seven trained bloggers in the school, Mr. Buck had better watch out -- he’s got competition. But without any doubt, the Blog will be featuring stories by the young bloggers for quite a while.

HHS VOCAL GROUP AT CARNEGIE HALL (ALSO BROADWAY AND LINCOLN CENTER) (VIDEO)

2010-04-28T07:00:00.003-04:00

Juniors Meghan Licciardi (at right) and Sharina Stearne talk about the HHS Chorus trip to New York during April break. The chorus volunteers had a workshop with the cast of the Broadway show "Wicked," rehearsed in a huge practice room at Lincoln Center, and performed on Saturday, April 17 in the Stern Auditorium at Carnegie Hall.

STATE CHAMPS MEET THE GOVERNOR

2010-04-26T07:00:00.002-04:00

The HHS girls' ice-hockey team traveled to Concord to meet Governor John Lynch after winning the state championship. Four Marauder forwards ranked among the top ten in scoring in the state, and their second line scored over 90 points this season. The team surrendered the fewest goals, and drew the fewest penalties in the state by a wide margin. All this while earning a team academic Grade Point Average of 3.69!

HHS TAKES FIRST IN TWIN STATE MATH LEAGUE; SENIORS JAYANTI, GUAN AND OTHERS REACH TOP TEN OVERALL.

2010-04-16T10:01:00.006-04:00

Math Teacher Greta Mills writes: The Math Team participated in 11 meets this year, and has been invited to a 12th contest sponsored by the New England Association of Math Leagues.

We took part in the Twin State Math League with schools from Vermont and New Hampshire. Teams are determined by grade. HHS's Senior division (grades 11-12) ranked first for the year after winning three of four meets and placing third at the last meet. Senior Sucharita Jayanti placed first for the the season and Senior Wendy Guan placed in the top ten overall for the season.

The Intermediate division (grades 9 - 10) ranked first for the year after winning three of four meets and placing second at the last one. Freshman Katherine Chen placed second overall for the season, with Siddhartha Jayanti, Daniel Hernandez-Martinez and Matthew Jin placing in the top ten overall for the season.

The Math Team also participated in six on-site meets sponsored by the New England Math Leagues. Hanover earned the third-highest overall score among participating NH schools. Our top five HHS competitors were Daniel Hernandez-Martinez, Sucharita Jayanti, Matthew Jin, Katherine Chen, and Scout Wallace.

On March 25, the Hanover Math Team went to Plymouth where we placed third for our division.

We have been invited to the New England Association of Math Leagues meet in Canton MA. This is the ninth year in a row that the Hanover Math Team has qualified.

SEEN IN THE HALLS: COUNCIL ELECTIONS 2010. VOTE TUESDAY APRIL 14

2010-04-13T09:45:00.000-04:00

QUIZ BOWL TEAM WINS NEW HAMPSHIRE STATE CHAMPIONSHIP

2010-04-13T07:00:00.000-04:00

Coach Bill Murphy writes: Congratulations to the Hanover Quiz Bowl team which won the New Hampshire Quiz Bowl League state championship on April 11. They defeated four other regional winners (Bishop Brady, Philips Exeter Academy, Londonderry and Gorham) as well as the three at-large winners (Portsmouth Christian Academy, Kingswood and Winnisquam). The members of the Hanover team are captain Nick O'Leary, Eleanor Reid, Aaron Watanabe, and Gabe Brison.

CHORUS TO PERFORM IN NEW YORK (VIDEO)

2010-04-05T07:00:00.000-04:00

Forty-one students from the Hanover High Chorus will be performing Vaughan Williams's Dona Nobis Pacem in the Stern Auditorium at Carnegie Hall on Saturday, April 17. This special concert called "War and Peace" involves guest conductors and performers from around the country. The HHS students have been holding extra rehearsals here since October, and will rehearse more with other choruses in New York. The guest conductor for HHS will be Judith Willoughby, a professor of conducting and choral music education at Oklahoma City University. Video by Emily Yukica, class of 2011.

EMILY BENSEN, STUDENT OF THE MONTH FOR APRIL

2010-04-02T07:00:00.000-04:00

Emily Bensen from Norwich, VT is Hanover High's Student of the Month for April. Emily's life is all about giving herself and her time back to the community and school. She is a member of Student to Student and a volunteer at the Good Neighbor Clinic. She finds time to play field hockey and be a Ford Sayre skier. Emily is a bright and authentic student with a positive, upbeat attitude who connects with all members of the school. .

MARCH INTENSIVE: THE FACE OF HUNGER (VIDEO).

2010-03-31T15:05:00.003-04:00

If the video doesn't play properly, click the video slider once.

HAVE YOU SEEN THE HHS YOUTUBE ABOUT THE 6,000 BOUNCY BALLS? OR THE "WHAT'S HOT/WHAT'S NOT" RULES FOR STUDENT DANCES?

2010-03-29T07:00:00.001-04:00

Dan Morrison, class of 2010, writes: It seems in this modern age no one is beyond the reach of Youtube, not even Hanover High School. The most surprising of the Youtube videos about HHS was videoed in 2008. When the senior class of 2008 played their prank (a high-school tradition), the video of 6,000 bouncy balls being poured from the bridge into the atrium went online the same day as the prank took place, with impressive editing and angles. The two minute and twenty four second video has been viewed 5,603 times over the past two years, and the school hasn’t even had that many students in that time, so the post had some popularity on Youtube.

http://www.youtube.com/watch?v=gRxix5TfQiw

Once that video went out, it seemed as if the doors had opened to a new way to view Hanover High School. Several major competitions of the Hanover High School Quiz Bowl team are filmed by New Hampshire Public TV, and edited like a real game show, which is then posted on Youtube for anyone to watch. The most recent of these Quiz Bowl videos has 272 views currently. If this kind of video has proven anything to HHS, it’s that Youtube has its academic values, as well as entertainment uses.

http://www.youtube.com/watch?v=ZaN8CxqRNzs

HHS's council picked up on the trend, and when the need called for new rules for dances, Youtube came to the rescue. HHS sophomores Chris Tecca and Forrest Miller were filmed explaining the new rules of dances, with several humorous notes in their video, but also a proper level of actual rules. So far the video was a success, with 725 views, but also, the rules were all a success.

http://www.youtube.com/watch?v=igruiZXBsH4&feature=related

Youtube might come across as just a silly bunch of home-made videos, but when put to more practical uses for entertainment or education, it can easily find a home in the heart of HHS. We hope that Youtube will continue to keep an open door to students and the school in general to get the word out on just what goes on here at Hanover High School.

QUIZ BOWL TEAM'S NARROW LOSS IN VERMONT STATE CHAMPIONSHIP

2010-03-26T07:00:00.001-04:00

What a day! In the Vermont state championship finals, the Quiz Bowl teams of Hanover and Essex High School finished the regulation period tied and went to a tie-breaker. The Hornets of Essex won the tie-breaker 2-0 and beat Hanover's Marauders by the incredibly close score of Essex 237, Hanover 235.

WHICH MARCH INTENSIVE CLASS IS WHICH? Check the second image for the answers.

2010-03-25T07:00:00.000-04:00

During the week of March Intensive our reporters took photos of several classes. Can you tell which is which? Posted by Theo Tsapakos and Rain Yesman.

LIFE-SIZE SELF-PORTRAITS BY STUDENTS

2010-03-24T07:00:00.001-04:00

Overlooking students while they work in the library are nine large self-portraits from HHS art classes. These two show Randy McCarthy (standing) and Taylor Henry (seated).

OF NINJAS AND RUBIK'S CUBE (VIDEO)

2010-03-23T07:00:00.002-04:00

Sophomore Will Fenner makes a half turn on the Rubik's Cube, and snaps a picture. He then rotates the side a half inch more, and snaps another. Another student, George Papadoliopoulos, is making a story about a ninja battle. It begins with one ninja holding a sword to the other's neck. He then moves one of the ninja's feet and snaps another picture. The stop motion animation March Intensive takes skill and patience. In the second floor computer lab in Hanover High, fourteen students are making stop motion films. First a student must come up with a story that a stop motion animation will tell. Making the stop motion video itself includes moving the object of the film ever so slightly and taking a picture, then moving it again, ever so slightly, and taking another picture. This process goes on until the pictures can be watched as a fluid video. Posted by Rain Yesman and Theo Tsapakos.

GLIDE ON A LONGBOARD YOU BUILT YOURSELF (VIDEO)

2010-03-22T07:00:00.000-04:00

In the March Intensive course "Longboard Collective" students designed and constructed their own longboards. Longboards, as opposed to skateboards, are closer to a form of transportation and made for riding, as opposed to doing tricks. The body of the board is generally much longer (hence the name) and the wheels and axle have much less friction against pavement than a normal skateboard. This allows for faster and smoother travel. Trucks on longboards are looser so the rider can make tighter turns. This video shows students trying out the longboards that they designed and built themselves in the HHS woodshop. Posted by Adrian Glouchevitch and Theo Tsapakos.

Click the links at the top of the right-hand column to see still photos by the Longboard Collective .

COLLEGE ADMISSIONS SO FAR

2010-03-19T12:19:00.002-04:00

So far the following fifty colleges have admitted HHS seniors from the class of 2010, the Guidance Department announced.

Arizona State University
Bates College
Brown University

Bucknell University
Carnegie Mellon University
Colby College
Colby-Sawyer College

Colgate University
Colorado School of Mines
Connecticut College
Cornell University

Dartmouth College
Dickinson College
Drew University
Elon University
Franklin Pierce University

Haverford College
Hollins University
Indiana University
Ithaca College
Jacksonville University
Johnson & Wales University
Keene State College

University of Mary Washington
University of Michigan
Middlebury College
Mitchell College
New England College

University of New Hampshire
Northeastern University
University of Notre Dame
Nova Southeastern University
Ramapo College of New Jersey
Rhodes College

Royal Welsh College of Music and Drama
Savannah College of Art and Design
Skidmore College
University of St. Andrews (Scotland)

St. Lawrence University
The University of Tampa
Trinity College
United States Naval Academy
University of Vermont

Villanova University
Wellesley College
Wesleyan University
Westminster College
Xavier University

CLIMBING TO NEW CHALLENGES (VIDEO)

2010-03-19T07:00:00.000-04:00

"I’ve always loved physical activities, especially climbing. That’s why we signed up for this March Intensive course," said Bizzy Gow and Sam Finley, HHS freshmen. Richard Davis said, “I enjoy being able to see the sixth-graders climb to the top of one of the elements, and reach their goals. It’s also really funny to watch them fall of the beam,” held by safety ropes.

So far this week HHS freshmen have been able to climb different structures in the gym. They’ve done the inside giant swing, cargo net, climbing wall, high beam, and uneven beams. Each element brings up new skills in which students need to mentally and physically challenge themselves. One of Jenna Boillotat’s goals is to have fun even though she’s not in a group with her friends. Sam agrees, “My one and only goal this week is to have fun!”

For four days the ninth-graders belayed the ropes and helped sixth-graders from other schools reach their goals on the different climbing elements. HHS freshmen will take away several skills: the ability to work better with younger kids, and to learn to belay and climb better. Due to a recent arm injury Richard wasn’t able to help belay, but he’s documenting the adventure programming on film. He says he’ll be a lot better at taking videos by the end of the week and that would be a great skill to have.

“Adventure Programming” is a great learning experience for the ninth-graders and the sixth-graders involved. Richard says, “The ninth-graders need to be responsible, and sixth-graders look up to the ninth-graders, one, because they're shorter, and two, because they're younger.” Both Sam and Bizzy said they chose this March Intensive because outside of school they love to climb trees, rocks, mountains, and other physical activities like that. This March Intensive involves a lot of strength, focus and listening skills. It’s been a fun week for the people doing “Adventure Programming." It's been a very challenging week, taking a toll on everyone’s hands, but it was worth it to help out the sixth graders! Posted by Gen Bristol (story and photos) and Adrian Glouchevitch (video).

CHOCOLATE: FROM JUNGLE TO TRUFFLE

2010-03-18T07:00:00.000-04:00

What could be a better way to spend the week of March Intensive than eating chocolate? We interviewed seniors Julia Coulter and Ari Brown who said the reason they signed up for "From Jungle to Truffle" was because they loved chocolate.

Julia noticed the class when she was a sophomore and thought it looked like a lot of fun so this year she signed up. Ari Brown says, “I enjoy chocolate and free food … and Julia.” In "From Jungle to Truffle" you learn where chocolate originated, and how it’s made into the chocolate bars we buy at the stores. The class includes tastings, and tons of delicious kinds of chocolate. Students can get a better appreciation for chocolate and are able to try different brands like Dagoba, which is Ari Brown’s favorite! Dagoba is an organic chocolate made in USA. Posted by Adrian Glouchevitch and Gen Bristol.

SEVEN SCHOOLS RECITE IN HHS's ANNUAL FOREIGN-LANGUAGE POETRY CONTEST (VIDEO)

2010-03-17T07:00:00.000-04:00

About 145 students from seven Upper Valley high schools attended HHS's recent poetry-recitation contest for foreign languages. Winners were chosen in beginner, intermediate and advanced levels by outside judges.

These three videos show students reciting in French, Spanish and Latin. Those who volunteered to recite for the camera came from Kearsarge, Windsor and Hanover. French and Spanish students memorized their poems. Latin reciters read their passages, since Latin classes don't practice conversation as modern languages do.

"Life and Times" apologizes for the delay in finishing this video-report.

Click "read more" to see the complete awards list including Windsor, Rivendell, Hartford, Kimball Union, Kearsarge and Hanover.

FRENCH AWARD WINNERS

Elementary Level
1. Rachael Garnjost (Windsor)
2. Samantha Cline (Windsor)
3. Sophie Mott (Hanover)

Intermediate Level
1. Gwynn Lyons (Hanover)
2. Isaac Dayno (KUA)
3. Kathy Dupre (Windsor)

Advanced Level
1. Wendy Guan (Hanover)
2. Rebecca Schwarz (Hanover) + Courtney Conner (Kearsarge)
3. Lara Kehrer (Kearsarge)

GERMAN

Elementary Level
1. Lynda Borowy (Hanover)
2. Tessa Hill (Hanover)
3. Molly Robinson (Hartford)

Intermediate Level
1. Clio Doyle (Hanover)
2. Carl Tischbein (Hanover)
3. Lauren Hoh (Hanover) + Abidjan Walker (Hanover)

Advanced Level
1. Katie Brechbühl (Hanover)
2. Nick Bernold (Hanover)
3. Jordan Hitchcock (Hanover)

LATIN

Elementary Level
1. Hannah Sobel (Hanover)
2. David White (Hanover)
3. Rita Stephenson (Hanover)

Intermediate Level
1. Gregory Brunette (Kearsarge)
2. Elias Mills (Kearsarge)
3. Clio Doyle (Hanover)

Advanced Level
1. Cecilia Riccardi (Kearsarge)
2. Alex Keeley (Hanover)
3. Tyler Ray (Hanover)

SPANISH

Elementary Level
1. Molly Pierson (Rivendell)
2. Thomas Slater (Hanover)
3. Chloe Connelly (Hanover)

Intermediate Level
1. Nick Bernold (Hanover)
2. Suzanne Ketchan (Hanover)
3. Amber Brooks (Rivendell)

Advanced Level
1. Sean Gemunden (Hanover)
2. Katie Gougelet (Hanover)
3. Clio Doyle (Hanover)

ALUMNI NOTES: WANT TO CHAT ABOUT POLICE WORK AND THE LAW? DROP BY THE ATRIUM AND ASK DETECTIVE MATT UFFORD (VIDEO)

2010-03-09T07:00:00.000-05:00

Hanover Detective Matt Ufford, HHS class of 1997, coaches lacrosse at school and is working to further the rapport between police and students. "I'll be visiting HHS once a week on Tuesday afternoons. I'll be in the atrium for any students who'd like to drop by and ask questions about police work, the law, and what it's like to be a police officer." Officers used to visit HHS for lunch, and they were members of HHS's Council, the school's governing body. Matt is bringing back that tradition.

HE-E-E-ERE'S WINTER CARNIVAL 2010

2010-03-08T07:00:00.000-05:00

Photos by Pete Lange.

"I THOUGHT YOU'D ALL LIKE TO GET A LOOK AT THIS MEDAL!"

2010-03-02T07:00:00.001-05:00

Hannah Kearney, HHS class of 2004 and gold-medal winner at the 2010 Winter Olympics, spoke outside the school on Feb. 28: "Thank you, thank you. I just got off the plane from Vancouver a few minutes ago. I want to thank all the teachers who helped me be a better person and allowed me to ski. When we had x-days I didn't leave the school -- I went to the library and sat down in those little carrels and studied. So thank you all for coming out, and I thought you'd like to get a look at this medal!" Photos by Pete Lange.

MIRIAM FIERING, HHS'S STUDENT OF THE MONTH FOR MARCH

2010-03-01T07:00:00.001-05:00

Miriam is the Concertmaster for the band and plays the oboe. She has been in the New England Music Festival for three years and in her senior year holds the First Chair for the NH All-State Music Festival. She also won a position in the All-Eastern Convention (National Association for Music Education, called MENC) which chooses only two per cent of its performers from New Hampshire. Miriam is a kind, quiet, unassuming student who is often seen helping her friends with school work. It is said, "Some of the best leaders are the quiet ones who lead by example" –- Miriam is one of them.

A VALENTINE FOR HAITI

2010-02-24T07:00:00.000-05:00

Science teacher Sally Hair writes: Student and community musicians raised money for Haiti relief in a variety show on February 12th in the HHS auditorium. The student-run a capella group Hilights are shown in the photo. HHS's "A Valentine for Haiti" has raised $4,000 (so far) for the medical group Partners in Health, through a raffle with prizes donated by local businesses; bake sales; and direct donations to Partners in Health. Click here to donate on the "A Valentine for Haiti" page on the Partners in Health website.

HHS DEBATE CLUB WINS BIG AT VERMONT STATE CHAMPIONSHIPS (VIDEO)

2010-02-22T07:00:00.004-05:00

HHS debaters won several awards at the State Championship Tournament held at the Vermont State House in Montpelier. Katherine Chen and Annelise Brinck-Johnson were State Championship Finalists and won the 2nd Place Overall Team Award and 1st Place Novice Team Award. All three teams fielded by this brand-new HHS club successfully advanced through the qualifying rounds.

Katherine Chen won the 1st Place Speaker Award in the tournament and John Gehlbach received the 4th Place Speaker Award. Click here for the WCAX-TV Channel 3 news story and a short video on the tournament.

Congratulations also to Katherine, Annelise and Amanda Washington for winning many team and speaker awards at regular-season tournaments.

The Debate Club meets every Friday activity period in Ms. Cluff’s room 203. Everyone is welcome for snacks and extemporaneous mini-debates on fun topics. For more info, please visit the Club’s website at www.hanoverdebateclub.org and watch this video blog by Katherine Chen and Amanda Washington.

HHS STUDENTS HELPING RESCUED DOGS

2010-02-15T09:38:00.013-05:00

Seniors Heidi Katz and Kelsey Herrmann-Stanzel write: Our HHS dog-rescue club has been working for a year with CARA, a no-kill, non-profit animal shelter, located in in Jackson, Mississippi. Right now we are trying to get four dogs from the shelter adopted: Chloe, Alice, Shelby and Moby (the dogs in the pictures above). We have raised money for vaccinations for these dogs which lowers the cost of adopting them to $125. If you or anyone you know is interested in adopting a dog, please contact Heidi.Katz@dresden.us or Kelsey.Herrmann-Stanzel@dresden.us.
If you would like to adopt please contact us and also apply online: http://www.carams.org/DogApp.html
To learn more about the dogs and the shelter you can read below, or check out the website: http://www.carams.org.

CARA is a non profit "no-kill" animal rescue group in Jackson, MS that provides food, shelter and care for hundreds of abused, unwanted, and stray animals. CARA is operated by volunteers and part-time employees. The expenses for our programs and services are supported by private donations from individuals, businesses, & fund raising events throughout the year. We receive no funds from the city, county, state or federal government.

The shelter manager writes: Alice was pretty banged up when we got her, with the bad cut on her paw and having her shoulder sewed up. Shelby was so traumatized by whatever had happened to her, that she was afraid of everyone and everything, until she met Alice. They were so innocent even after all that they had gone through. They are sweethearts; all they want is for someone to play with them and give them lots of love. They love attention! Right now Alice is still in that gangly puppy stage, all puppy (half grown).She will make someone an excellent best friend. Shelby is still a little reserved with strangers, but will make a great watch dog. Once you get her trust,you will see what a great pet she will make. Together,they can climb mountains!!
Although we never did got them housebroken, they are paper trained for the cold days , when we bring them in from the bad weather. They have never shown any signs of aggression in any way. They will share their food,I F they just absolutely have to !
When Shelby came here,she and Alice were best buddies from Day One. What a pair! They act more like sisters than anything else. One is not happy without the other one. Whichever one is left at home will whine until the other one is back again.What a reunion!! Please try and keep these two together.They have been through so much already, I would hate to break their heart again by separating them.
Moby and Chloe were rescued by a truck driver when they were 3 months old at by the side of the road where they had been dumped along with their sister, who has already been adopted. In March they will be around 2 years old. The shelter manager said they were very sweet and playful and got along with other dogs. They have had limited exposure to children and probably no exposure to cats.

MD TO SPEAK TO HHS STUDENTS ABOUT MEDICAL RELIEF IN HAITI

2010-02-09T09:53:00.003-05:00

Dr. Brian Remillard, who recently returned from helping with earthquake relief in Haiti, will speak to HHS students in an upcoming sociology class. His topic is "How Society Influences the Delivery of Health Care," with the disaster in Haiti as an example. The class meets from 9:50 to 10:40 AM on February 11th in the HHS auditorium. All are welcome. Dr Remillard is a nephrologist at Dartmouth Hitchcock Medical Center.

HAITI RELIEF: CONTRA-DANCE FUNDRAISER IN THE GYM

2010-02-09T07:00:00.001-05:00

The Hanover High Student to Student club is hosting a Contra Dance! The money raised will go directly to Partners In Health for Haiti relief. David Millstone, a former teacher in the district, will be calling the family-friendly barn-style dance. All are welcome and encouraged to come join us in the HHS gym on Febuary 27th from 5-7pm for fun for a good cause. Donations big and small are welcome. If you have any questions, please contact Emily Bensen at Emily.Bensen@dresden.us

KEEGAN DUFTY, STUDENT OF THE MONTH

2010-02-08T07:00:00.000-05:00

Keegan Dufty from Norwich, VT is Hanover High's February Student of the Month. A humble and genuinely talented athlete, Keegan plays basketball and rows for the crew. He hopes to be a writer and is interested in creative writing. He is also co-leader of the “Sorethroats” which is a student-run, male a cappella group. Keegan is a sincere and widely respected student whose good will and positive spirit make him a student everyone likes. To quote one of his teachers...”He rocks!”

HAITI RESPONSE: FUND RAISING FOR PARTNERS IN HEALTH

2010-01-26T09:57:00.004-05:00

Students and staff are planning several events to raise funds for Haiti earthquake relief. The week of 2/8 to 2/12 will be "A Valentine for Haiti" week, with students selling baked goods and valentines in the atrium. There will also be a raffle for staff, students, and community members with prizes donated by local businesses. On Friday, February 12 at 7PM we will host a variety show of student and local talent in the Hanover High auditorium. All money raised, including raffle proceeds and ticket sales, will support Haiti Relief Fund sponsored by Partners in Health. This is a medical organization with clinics already working in Haiti. Local medical teams from Dartmouth-Hitchcock Medical Center are in Haiti now, working with Partners in Health.

Finally, the greatest need in Haiti right now is for financial support. If you wish to send a donation to Partners in Health please use our website, "A Valentine for Haiti" at http://act.pih.org/page/group/AValentineforHaiti. Scroll to the bottom and look for the goal thermometer and the "Click Here to Donate" button. You can donate on-line directly to Partners in Health at any time.

Thank you for your support. .

BUNGEE-JUMPING IN THE ATRIUM

2010-01-22T07:00:00.000-05:00

Math teacher Greta Mills writes: the Mathematical Modeling Class worked on motion projects recently. They could choose among in-school projects based on Bungee Jumping, Skydiving or The Seconds Pendulum (building a pendulum with a one-second swing).

The assignment: build a physical model, collect data, replicate the results in a computer model, and solve the equations of motion.

In these photos of the bungee-jumping and sky-diving experiments, the paper hanging from the bridge in our atrium is meant to record distances, so students who took videos could measure both distance and velocity.

The emphasis was on the use of "found" objects. Students were asked not to go out and purchase materials; instead, use of ordinary household items was encouraged (note the use of a water bottle and a Co-op bag in two of the groups, as well as rubber bands).

HOW TO LET SENIOR FALL SEMESTER TAKE UP ALL YOUR TIME AND EAT YOUR SOUL

2010-01-21T10:11:00.005-05:00

Julia Murdza, class of 2010, wrote this essay in the Senior Writing Seminar:

It’s the end of August: the leaves are still green, your feet are still bare, and your mind is still intact. You’re a rising senior, and you need some advice about the months ahead. Allow me to prepare you for your senior fall semester. No, you won’t get through it sane, healthy, or good-natured, but it’s time you knew better. Your body might make it to January, but your soul certainly won’t.

First, sign up for classes. Sign up for too many classes. Sign up for classes that, after eating all your free time, turn on each other and conflict in nasty, terrible ways. Attend these classes. Rush around school, and around town, because it’s a fifteen minute scramble to get to your Dartmouth lecture on time. As you do all this, rush around in your head as well, as you try to remember where you’re supposed to be, what your homework was, and whether you did it. Don’t mess up.

Sign up for activities, too. You’re already a member, and probably a leader, of many clubs and organizations, but that’s not enough. Join something new. Let these interests consume your activity periods, your afternoons, your evenings, and your nights. Let them become just as important as your classes. Agonize when they conflict with each other and you have to prioritize. You won’t want to prioritize. You will want to do everything, and you will want to do all of it perfectly. You can’t mess this up either. Other people depend on your success. And so do your college applications. Don’t forget about college. Like you ever would. You won’t ever, ever stop thinking about colleges. It will come up in nearly every conversation you have, no matter who you’re with. When you’re with other seniors, it will be all you talk about.

Spend your nights and weekends, even though you won’t have them anymore, applying to colleges. Apply to far too many colleges. Apply to colleges your parents make you apply to, and apply to your favorite colleges, the ones your parents scorn. Apply to so many colleges that you can’t rattle off your list anymore. Then again, maybe you’re just too tired to get through any sort of list.

You’ll be more than tired, you’ll be exhausted. You’ll determine the minimum amount of necessary sleep, and then get less than that. Watch as your sleep deprivation leads to exponential increases in swearing and in talking to yourself in public. You’ll need gallons of coffee to stay lucid through the day, but then you’ll spend the last of your cash on postage for transcript mailings. Survive without caffeine by whining, muttering, and microsleeping. Go home, do that homework and apply to those colleges. Don’t even think about going to bed before midnight. Promise yourself that you’ll clean your room, take a shower, do some laundry. You won’t do these things, at least not all of them, at what you used to consider normal waking hours. You’ll be diurnal, nocturnal, and crepuscular by turns, and sometimes all three. You will not be coherent or cheerful.You’ll need to be coherent, unfortunately, though you’ll give up on cheerful. Why is coherence important? Because you’ll need to write your college essays. As you’ll be repeatedly told, this is the only part of your application you’ll have left to control, besides your senior grades. The essays are supposed to represent the Real You. Before this fall, the Real You might not have been completely normal and content, but it managed. That’s the image you want to present to colleges: that of Someone Who Can Manage. To portray that, you need to be somewhat coherent. Good luck.

There will be too many essays. The Common Application one, and then the one,
two, or even three supplemental essays that every college finds it amusing to assign. Panic. If you were not, by chance, already panicking, this is your cue. Standby panic, panic go. You’ll delay writing the essays, because when you do write them, the prompts will be awful and your responses worse, and they will make you want to curl up in a ball and hide from all the ickiness. You will not want to explain why colleges should want you, and you will want even less to explain why you want each of them. You will be asked to write thousands of words, to revise and rearrange time after time. Don’t forget, these essays are supposed to reveal your intelligence, your creativity, and your sense of humor. Don’t mess these up either.

You won’t have time for all this, and you won’t have the motivation either.
Fatigue is part of it, but even after you sleep for twelve hours on a Sunday morning, you won’t be able to make yourself work. Check email, Facebook, web comics, the weather, and Facebook again. You’ll procrastinate and spend five hours on a week-long assignment the night before it’s due, and you’ll discover the sort of crap you can churn out at ridiculously early hours. Avoid making eye contact with teachers when they return your papers, because the quality of your work will be joke compared to your ability. You will feel guilty, and you will want to produce thoughtful work, but if you do, it will be some sort of miracle.

Even if you do work hard, you will not be good enough. You will have friends
taking more and harder classes than you, and doing better with less effort. If you do not take a Dartmouth class, captain a varsity sport, get the lead role, run three clubs, and complete the Common App by November, you will be inadequate. You will feel inferior during those constant discussions of colleges, no matter where you are applying. Either your friends will be looking at Ivies while you compare state schools, or you will regret yuour Ivy deliberations as your friends apply elsewhere to study the arts. When you read other college essays, your own will seem even more banal, pretentious, and artificial than before. No matter how hard you try, you just won’t be able to win.

While drowning in academics and activities and applications, you’ll miss things.
You’ll miss family events like soccer tournaments and apple picking, and you’ll miss things with your friends like birthday parties and concerts. You will have some fun, because if you don’t, you’ll be dead and buried instead of just undead. Even though you can’t afford to, you will spend time with your friends. You’ll all complain, commiserate, and offer consolation. When you finish a worksheet or a set change or an essay, you will find moments of exhilarated relief heightened by exhaustion. And by the end of December, the pace will slow and you might have some unallocated time. Time that you’ll use to worry whether your soul-killing senior fall was worth the agony. To worry about the letters that will soon assault your mailbox. To worry if you did mess up everything after all. Have fun.

CANS, CANS, CANS FOR THE FOOD BANKS

2010-01-20T07:00:00.000-05:00

Teacher Margaret Caldwell writes: Thank you so much to all the groups that participated in the Can Sculpture Contest. I think it was our 7th annual event.

Today, the Haven food bank will get a delivery of 50 + + grocery bags of food. The quality of the donated food was remarkably better than it has been in the past. Thank you for that. Prizes will come to the following groups on January 28th (the first Common Ground / home room of the second semester).

"CAN-ival" -- Most creative.... and most lucrative

"CAN-demic" -- Most cans

"CAN-junctivitis" --Punniest

Again, it is all about the cans and the food bank in the end, but thanks for making it a fun event!

"ONE OF THE MOST DIFFICULT CONTESTS"

2010-01-19T07:00:00.000-05:00

Coach and Chemistry teacher Kevin Lavigne writes: I think this was one of the most difficult contests I have tried to solve with the kids. Fifty teams from all over Vermont signed up this year, but only 20 showed up with machines ready to compete, and only 10 teams had machines that actually worked when the time came. Hanover High began the week before the contest with no machines working, and brought four functioning machines to UVM ... It was a very stressful week with lots of long hours after school. On the day of the contest we had three machines working and one partially working. Three out of the 10 functioning in the whole contest were from Hanover!

This year's design challenge was to build a machine(s) that moved as many apples as possible from the trees in the Orchard to the Market Apple Bin in three five-minute runs. Power for the machine was derived from “wind” blown by no more than two standard window box fans.

The 19 HHS students in five teams placed as follows:

1st and 2nd in the IBM Overall Performance Award
3rd place in the General Dynamics Efficiency award
2nd place in the IEEE Design Profit Score Award
2nd place in the Pizzagalli Performance Bushels Delivered Award
1st place in the NRG Table Award

Click "read more" to see the official description of the contest.

The University of Vermont's College of Engineering and Mathematical Sciences sponsors an annual competition called Design Technology And Society Connection (TASC). The purpose is to give teams of high-school students the challenge and satisfaction of designing, building, and testing a device to perform a specified task. The program begins in September and culminates in December with schools bringing teams (a maximum of five students per team) to UVM to display devices they've created.

This competition is sponsored by businesses in Vermont and surrounding states.

The program is designed to help teachers encourage high school students to use their knowledge of physics and mathematics in a tangible way. The competition features many different aspects that appear in the high school curricula: including physical principles such as, work, energy, efficiency, pressure, friction, and inertia; mathematical principles such as functions, minima, maxima, and logarithms; oral and written communication skills; and drawing skills. Teams who carefully consider all of these aspects of the problem, who look at possible trade-offs in the design, and who thoroughly test the apparatus have the greatest success. Teamwork is a critical factor in determining success.

"SHE STOOPS TO CONQUER" FEB. 4th to 6th.

2010-01-15T07:00:00.001-05:00

Eric Meade and Skyler Patton are featured in the 1773 comedy by Anglo-Irish playwright Oliver Goldsmith. Poster design by Emma Rottersman. Be there!

AMANDA WASHINGTON, STUDENT OF THE MONTH

2010-01-12T07:00:00.000-05:00

Senior Amanda Washington from Hanover is the Student of the Month for January. Amanda is a focused and academically motivated student. She received a National Achievement Scholarship which places her in the top 3% of African-American students in the U.S. She is captain of the Swim Team, a council member and an organizer of Operation Day's Work. Amanda is vibrant, upbeat and gregarious and brightens our days at Hanover High.

MODEL U.N. IS GETTING READY. JOIN US! (VIDEO)

2010-01-11T07:00:00.000-05:00

Chloe Connelly and Anna Johnson describe what they've done and what's coming up with Model U.N. Check out the video.

PASTEL ARTIST VISITS OUR DRAWING CLASS

2010-01-08T07:00:00.000-05:00

Robin Nuse, a well-known local pastel artist, paid a visit to the HHS Drawing One class the day before winter break. Robin talked about pastel techniques, demonstrated them, and then led students in the creation of a small pastel landscape drawing.

Robin's web site describes her as working realistically in pastels and oils. Her subjects range from rivers, lakes, flowers and mountains to intimate glimpses of farms and the Connecticut River Valley. She showed her pastels and oils at the Howe Library in Hanover in December.

A FULL DAY OF BRONZE CASTING FOR ART STUDENTS WITH FOUNDRY MASTER

2010-01-06T07:00:00.003-05:00

Art teacher Elizabeth Greene writes: Sculptor Glenn Campbell visited the HHS Art Department's sculpture class for an in-school field trip in December. He set up his temporary casting foundry in the back parking lot to melt bronze so that students could cast their work using the "lost wax technique." Students worked all day casting, cleaning and polishing.

Glenn has been visiting the sculpture class since 2003, starting as a guest artist on a Friends of Hanover Schools grant. Each year the students create wax pieces. Glenn makes molds for the work and brings the molds to HHS. The class (and any others interested) are invited to observe the casting. Students finish the bronze pieces in the school's art studio. It is an incredible opportunity for the HHS community to participate in such a complex and exciting process.

Glenn has a foundry in West Rutland, VT where he enlarges and casts the work of nationally-known artists. In December he installed a finished piece by Jim Sardonous (of 'Whales Tales' fame) in New Jersey.

HHS CHORUS SINGS ON PUBLIC TV

2010-01-05T07:00:00.001-05:00

Patty Armstrong of the HHS Music Department writes: Vermont Public Television is currently airing "Celebrate America", a program that includes the HHS Chorus performance of "To Where You Are." The program was conceived by musician Tim Janis and involved 15 high school choruses from Vermont recording at the public broadcasting studio in Colchester, VT. The program mixes traditional songs with new ones written by Janis for this public television special. The 110-member HHS Chorus enjoyed their first experience in a recording studio!

STATE'S AWARD OF EXCELLENCE EARNED BY MATH TEACHER GRETA MILLS

2010-01-04T07:00:00.006-05:00

Principal Deb Gillespie writes: Greta Mills, an HHS math teacher, has received the Presidential Award for Excellence in Mathematics and Science Teaching from the State of New Hampshire. The Presidential Award program identifies outstanding mathematics and science teachers who qualify to serve as models for their colleagues. Greta was one of two math teachers recognized in New Hampshire. Now her candidacy will be moved to the national level. Hanover High School is proud to have two previous Presidential Award winners, Jeanine King (Math) and Kevin Lavigne (Chemistry).

Greta remembers: This is my 10th year teaching at Hanover. I taught for four years at Kearsarge Regional High, my alma mater. Incidentally, my high school math teacher, Herwood "Zeke" Curtiss, was the first NH recipient of the Presidential Award, back in 1983. I think I was in Algebra 2 with him that year.

The Presidential Awards for Excellence in Mathematics and Science Teaching are the nation's highest honor for teachers of mathematics and science. After state winners are chosen, the National Science Foundation convenes its selection committee of prominent mathematicians, scientists, mathematics/science educators, and past awardees who recommend to NSF a finalist in each category (mathematics or science). The Director of NSF then submits to the President of the United States a single finalist in each category for each state.

THE MICROSCOPIC WORLD

2009-12-18T07:00:00.000-05:00

Biology instructor Tom Hermanson writes: On a wintry afternoon in December, six HHS students briskly walked across the Dartmouth College campus weaving their way among snowbanks and buildings until they reached Remsen and the Dartmouth Electron Microscope Facility. The biology students were met by Charles Daghlian and Louisa Howard of the microscope facility staff. The group divided into two rooms containing two different electron microscopes. One room housed a liquid nitrogen cooled Transmission Electron Microscope (TEM) while the other contained a Scanning Electron Microscope (SEM). The two tools use a beam of electrons to view biological samples, nano technologies, and even (top photo) individual flakes of snow!

The SEM tour started out with a look at mouse lung tissue (middle photo) including cells that contain small cellular structures called cilia. These structures looked like tiny tufts of hair, shag carpeting, or even sea anemone to some of us. These structures work to push mucus, bacteria, and dust up and out of the mouse's lungs. In the TEM room, the perspective changed and students were able to see the internal structures of the cell called organelles. Both tours finished up with a look at the pollen (bottom photo) that causes some to experience seasonal allergies. The spikes and rough exterior of different types of pollen evoked a "wow!"

This field trip is always an engaging, visual exploration into the microscopic world. We even had a new SEM visual perspective on snow as we made our way back to school along the snow-covered sidewalks.

HHS NEAR THE TOP IN NATIONAL QUIZ CONTEST (VIDEO)

2009-12-17T07:00:00.000-05:00

Quiz bowl coach and history teacher Bill Murphy writes: Greetings! The following are the results of the Fall Knowledge Master Open which tested school teams from across the country in the rapid recall of information. Each team used a single computer at its home school to answer 200 multiple-choice questions. Accuracy and quickness both earned points.

HHS finished 42nd out of 678 schools (top 6%) in the nation; 8th out of 150 schools (top 5%) with enrollment between 500 and 1,000; 4th out of 28 schools (top 14%) in New England; and 1st out of 3 teams in New Hampshire. HHS finished ahead of all participating schools in 23 states.

Now watch Ari Brown and Gabriel Brison-Trezise describe HHS's Quiz Bowl team.

US NEWS MAGAZINE AGAIN PUTS HHS IN TOP 3% FOR ACADEMIC ACHIEVEMENT

2009-12-16T07:00:00.000-05:00

Hanover High has won a silver medal in U.S.News & World Report magazine's Best High School rankings. HHS also won this medal two years ago. The magazine says it analyzed academic and enrollment data from 18,743 public high schools "to find the very best across the country. These top schools were placed into gold, silver, bronze or honorable-mention categories." The magazine creates its own indices based on state testing, Advanced Placement exam results and other academic measures.

The magazine's gold-medal and silver-medal awards totaled 3% of the schools they surveyed. The results were published on December 9.

Other silver-medal winners from New Hampshire were Hollis-Brookline and Oyster River. Five schools in New Hampshire won bronze medals. The magazine awarded three silver medals to schools in Vermont (Montpelier, Mt. Abraham and Stowe) and five bronze medals.

GRYFFINDOR WINS!

2009-12-11T07:00:00.003-05:00

Emily Nice writes: Seniors charged to victory in Hanover High's first-ever Quidditch Cup. This set of games is based on the Harry Potter books, and it's popular at colleges. Each grade was assigned a house: Gryffindor (Seniors), Slytherin (Juniors), Ravenclaw (Sophomores), and Hufflepuff (Freshmen). Team Gryffindor won, earning their class the most points towards Winter Carnival.

STUDENTS ON STAGE: LITTLE SHOP OF HORRORS

2009-12-10T07:00:00.002-05:00

Nick O'Leary writes: Students on Stage presented Little Shop of Horrors on
December 10th, 11th and 12th in the auditorium. Students on Stage is Hanover High's student-run theatre group. The show is directed, managed, teched and produced by students. This year's eight-person cast featured students from freshmen to seniors.

Seymour: Jeff Polidor -- Audrey: Molly Zegans
The Plant: Charlie Collison -- Mr. Mushnik: Connor O'Leary
Orin: Ethan Wilcox -- Ronnette: Julia Coulter
Crystal: Kelsie Hogue -- Chiffon: Olivia Zerphy
Plant Puppeteer: Ari Brown

Directed by Nick O'Leary and Eric Mead
Admission is free, but SOS will be accepting donations to support future productions.

AMNESTY INTERNATIONAL AT HHS (VIDEO)

2009-12-04T07:00:00.004-05:00

Diksha Gautham and Julia Murdza describe Amnesty.

GAP YEAR OPPORTUNITIES FAIR

2009-11-24T07:00:00.000-05:00

Elizabeth Keene of the HHS Guidance Department writes: Our Gap Year Fair drew over 150 families and 25 exhibitors to the atrium on November 19. Many who came were not HHS students, and some were from outside the Upper Valley.

What is a gap year? It's an opportunity of a lifetime... a year off between high school and college to gain real-life experiences through travel, language immersion, community service, conservation programs, outdoor adventure, and professional internships. It's a
post-secondary opportunity for self-exploration and personal growth which can lead to clearer direction and motivation for college studies. Many programs include travel, directed study, service, internship opportunities and more. Among the exhibitors were the Council on International Exchange; City Year; Gap Year South Africa; Global Routes; Oxford Advanced Studies; Rustic Pathways; MASA Israel Journey; all under the sponsorship of Dynamy Internship Year of Worcester, MA (www.internshipyear.org).

IF YOU'RE THE SORT OF PERSON WHO WONDERS WHY THIS WORLD JUST ISN'T ENOUGH ...

2009-11-17T10:46:00.002-05:00

All Hanover High students and staff — Heroes and Sidekicks, Villains and Monsters, Tormented Spirits and Misunderstood Crazies — are invited to our first HHS Fantasy Film Festival on Saturday, November 21 from 8 AM until 10 PM in the high school auditorium. Admission is free.

We will be collecting donations for a very worthy and very local cause -- the Silver Lining Fund, which the high school is establishing to help HHS students and their families who are looking for some assistance with basic needs in these difficult economic times.

So if you're the sort of person who looks around and wonders why this world just isn't enough, join us this Saturday for a series of adventures beyond our borders and past all horizons. Come for one movie or come for them all. And bring a friend or two. Or a hundred. After all, one does not simply walk into Mordor. Especially on the big screen.

For details, please contact Mr. Glenney. And here is the rest of it.

SOME ASPECTS OF HHS'S PROFILE

2009-11-17T07:00:00.000-05:00

Guidance Director John McCracking recently presented the updated School Profile to the school board, with data covering the class of 2009. The whole profile appears in the Guidance section of HHS's web site. Following are some numbers and highlights.

Hanover High School is a comprehensive public high school of approximately 740 students. The class of 2009 has 85% of its students now attending or scheduled to attend four-year colleges. Those 155 students applied to 289 different colleges and will attend 100 of those schools. Fourteen graduates deferred attending college for a year or took a gap year. In the National Merit Scholarship competition, the class had 15 semi-finalists, 12 finalists and 3 scholarship recipients.

The chart above compares the class's Scholastic Achievement Test scores on the math and writing tests to state and national scores.

FORREST MILLER, STUDENT OF THE MONTH FOR NOVEMBER

2009-11-16T07:00:00.000-05:00

Forrest Miller, from Norwich is Hanover High's November Student of the Month.
Forrest is a true team player whether in athletics or in the classroom. He plays baseball and is the captain of the hockey team. He has been a council member for four years and is this year's moderator. He has a wonderful sense of humor -- catch his rendition on YouTube of Hanover High's dance rules. Forrest is a natural leader who galvanizes people through his ability to listen to all points of view, pull it all together and get things done.

"TEAR DOWN THIS WALL!"

2009-11-13T07:00:00.000-05:00

"Mr. Gorbachev, tear down this wall!" As the school day ended on November 9th the words of a certain US president from 22 years ago rang out over the HHS public-address system. Students and staff then tore down the ugly gray cardboard wall that had blocked their usual paths through the atrium all day. German teacher Uwe Goodall-Heising, himself born in the old East Germany, had taught three classes that day in front of HHS's wall. He writes: Students noticed the wall, felt some inconvenience, couldn't wait to tear it down, but also did not complain about it. It was a successful joint project between Dartmouth staff and Hanover High School faculty and students.

A PIE IN THE FACE FOR OPERATION DAY'S WORK; TEACHERS HELP RAISE MONEY (VIDEO)

2009-11-09T07:00:00.002-05:00

Guidance counselor Laurie Harrington writes: Many thanks to teachers Greta Mills, Alan Haehnel and Eben Bein, and Dean of Students Ian Smith, for volunteering to take a pie in the face to support Partners in Health in Haiti. HHS students supporting Operation Day's Work raise money all year to support medical relief. We raised about $250 from pie-in-the-face, which will be donated to Partners in Health in Haiti. Thanks to everyone who helped make this event a success! Video by Nicholas Gick, class of 2010.

THE SEARCH FOR THE COLLEGE OF YOUR CHOICE STARTS HERE

2009-11-03T07:00:00.003-05:00

It's the season when colleges visit HHS for interviews with our seniors and juniors, and sometimes with especially-eager sophomores and freshmen. A total of 96 colleges have visited or are expected to visit this year, "a great turnout" says the Guidance Department. Here students talk with Colby College (above) and Williams. Photos by Dotty Cheever.

THE UNHALLOWED, THE UNEARTHLY, THE TRULY STRANGE -- HALLOWEEN AT HHS

2009-11-02T07:00:00.001-05:00

STUDENTS SIGN UP FOR HOWE CARDS

2009-10-29T07:00:00.000-04:00

Hanover's Howe Library visited school last week and registered 44 people for Howe Library cards. Fifteen were Hanover-resident students, fifteen were tuition students and fourteen were Dresden staff. Mary Lockhart (above) and former HHS librarian Mully Blight were the visitors.

WILKOMMEN, NEUSTADT AN DER WEINSTRASSE!

2009-10-26T07:00:00.000-04:00

Students from the Kurfürst-Ruprecht-Gymnasium in Neustadt an der Weinstrasse, Germany visited Hanover High for two weeks in September and October. The 15 students stayed with local host families. HHS German teacher Uwe Goodall-Heising writes: German students had their own schedules and participated in Social Studies and English classes. Some even took tests and got them corrected. They also helped me in my German classes. These photos show German and American students in class and visiting Ben & Jerry's headquarters in Vermont. The German students attended a Hanover football game; the two in jerseys are Maren Klohr & Sophie Christman.

Hanover was among the first high schools to enroll in the German-American Partnership Program. The connection was later lost, but as of December 2008 HHS is an official member of the Program again. Students from both schools had visited each other in 2007/2008 under the Music Department's supervision. This fall students of both schools will visit each other under the umbrella of the Program for the first time. The GAPP is a non-profit high-school exchange program sponsored by the German Foreign Office and by the US Department of State.

PICK YOUR ACTIVITIES AND JOIN UP!

2009-10-20T07:00:00.000-04:00

Habitat for Humanity, Spanish Club, The Juggling Club, the Footlighters (drama), Quiz Bowl, Debate Club and -- captured here on video by junior Leo Murphy -- Dachords (acappella group) and Operation Day's Work (fundraising for underdeveloped countries). Plus a few dozen more. That was the Hanover High Activities Fair, 2009. Pick one or two and join up!

FOOTLIGHTERS TO PRESENT "OUR TOWN"

2009-10-19T07:00:00.004-04:00

The dates for the Thornton Wilder play, directed by Bryan Smith, are November 5, 6 and 7 in the HHS auditorium at 7:30. The cast of 25 includes seniors Skyler Patton, Eleanor Reid, Eric Mead, Julia Coulter and Nick O'Leary. Adult tickets are $8.00, students and senior citizens $5.00.

MR FALCONE, THE SINGING SCIENCE TEACHER (VIDEO)

2009-10-11T07:00:00.004-04:00

Outside of school, science teacher Dan Falcone is the musical director of the North Country Chordsmen. In school he sings to his classes once a week. Here he's shown adding his talented fourth voice to a recording of the top hit of 1918, "After You've Gone." Video by Aurora Berger.

ACOUSTIC CAFE OPENS

2009-10-10T10:54:00.004-04:00

On Tuesdays during activity period a corner of the atrium belongs to the Acoustic Cafe. Everyone is welcome to bring acoustic instruments. Students, left to right, Nate Hanna, Tom Levin, Matt Caulo. Teachers, left to right, Mr Stallsmith, Mr Barker, Mr Daley. Photos by Dottie Cheever.

OCTOBER'S STUDENT OF THE MONTH: CAROLINE KETCHAM

2009-10-06T07:00:00.000-04:00

Caroline Ketcham from Hanover is a dependable, good-natured and good-hearted student who does high-quality work. She plays the violin in the HHS Orchestra and is a member of the crew and the swim team. Caroline's greatest quality is her sincerity and compassion for others. She is a leader of ODW (Operation Day's Work) which this year is raising money to help start a school in Haiti. She worked in the Summer Enrichment At Dartmouth program which hosts students from inner-city schools.

ALUMNI NOTES: NICK SINNOTT-ARMSTRONG A PRIZE-WINNER AT MONTREAL PROGRAMMING CONFERENCE

2009-10-05T07:00:00.001-04:00

Nick Sinnott-Armstrong, class of 2009, co-authored the prize-winning paper in the first competition to focus on a new field of parallel computing called GPU processing. Nick and his two co-authors presented their paper in July at the 2009 Genetic and Evolutionary Computation Conference in Montreal, where members of the audience voted on the overall winner.

Organizers described the competition as "focusing on the applications of genetic and evolutionary computation that can maximally exploit the parallelism provided by low-cost consumer graphical cards." It rewarded the best applications in terms of degree of parallelism obtained, overall speed-up and programming style.

The competition received 10 submissions, and the top three presented their work. Nick's winning entry was called “Using Evolutionary Computing on Consumer Graphics Hardware for Epistasis Analysis in Human Genetics.” For their work the trio received a Quadro FX 5800, a state-of-the-art graphics card made by the NVIDIA Corporation.

All papers can be found at the conference website: http://gpgpgpu.com/gecco2009/.

STUDENTS FEEL THE HEAT

2009-09-30T07:00:00.001-04:00

Dan Falcone, who teaches Methods in Science, writes: Here's our demonstration of how a Bunsen burner works. Works pretty well! We used a large model of a burner with a glass tube at the top, fed with propane from the bottom. Students could feed in more or less oxygen by changing the distance between the pipe which brings the propane and the glass tube which holds the fire.

NATIONAL MERIT SCHOLAR SEMI-FINALISTS

2009-09-29T07:00:00.000-04:00

Eleven members of the class of 2010 have been named National Merit Scholarship semi-finalists. They took the Preliminary Scholastic Achievement Test last fall and scored near the top of all high-school juniors. They are now offered the chance to submit personal high-school transcripts and essays which may eventually qualify them as National Merit Scholars. The scholarships are administered by the non-profit National Merit Scholarship Corporation.

Hanover High's semi-finalists are: Connie Emerson, Ellen Irwin, Colby Jantzen, Caroline Ketcham, Forrest Miller, Julia Murdza, Nick O'Leary, Julia Perez, Lily Proom, Allison Schwartz, Aaron Watanabe.

PASSERBY, STOP AND LOOK AT THIS WALL

2009-09-25T07:00:00.000-04:00

Athletic Director Mike Jackson with some of the 118 championship plaques HHS teams have won since 1968.

When the school reopened in 2006 after renovation it had a hall long enough to display the plaques together. The oldest one mounted is Boys' Soccer Champions from 1968. The oldest girls' plaque is Class A skiing in 1973. All were given to a division winner by the New Hampshire Interscholastic Athletic Association. The Athletic Directors included Mike Jackson and current teacher Glyn Reinders.

HHS'S NEW OUTDOOR CLASSROOM

2009-09-24T07:00:00.000-04:00

In the spring of 2009 eleven seniors in Ms. Kornfeld's Advanced Placement Environmental Science class changed the little-used lawn behind the Guidance Department into the school's first Outdoor Classroom. This year students and teachers are using the all-new stone walk, trees, archway and benches for the first time. The Gardening Club works on the raised perennial beds that border the classroom.

In an opening ceremony the classroom was dedicated to people at HHS who had passed away during recent years, including Industrial Arts teacher Dick Guyer and student James Holley. The class of 2008 left enough money for the stone, gravel, wooden ties, plants and furniture.

HHS SUPER-HEROES RUN FOR CHAD

2009-09-16T07:00:00.001-04:00

About 70 students and staff ran in the CHAD half-marathon on August 29, a few days after school re-opened. The race raised money for the Children's Hospital at Dartmouth. This year it was called the Hero Half-Marathon because the sponsors wanted to set a world record for the largest number of super-heroes gathered in one place. It was a cold, rainy day but the heroes toughed it out.

These photos show HHS students from the cross-country team, the girls' soccer team and three Batmen.

4OTH ANNUAL BRIDGE-BUILDING AND RAT-TRAP CARS COMPETITION (PHYSICS CLASS)

2009-09-10T07:00:00.000-04:00

Last June students in Dr. Mehrbach's physics class took part in the annual competition to see how far they can propel a car on the gym floor powered by the spring of a Victor rat trap. Other physics students built small bridges to exacting load-bearing standards proportional to their sizes.

For 40 years Dr. Mehrbach and his predecessors have sponsored these second-semester projects. Students building cars must measure the energy trapped in the spring in Joules, calculate the "gear ratios" of the wheel and the spring, determine the average acceleration, and interpret other readings. The all-time record-holder is Seth Dunten, class of 1994, whose rat-trap car traveled 363.9 feet.

This year saw the first remote-controlled car, built by Paul Thompson, class of 2010, pictured top right. Other pictures: bridges by Annie Cravero and Sarah Donahue; and by Will Russell and Danny Morganelli, all from the class of 2009.

The best results of spring term 2009:
Rat-trap car: Gunnar Shaw and Cory French: 186.5 feet
Bridge strength/weight ratio: Tyler Hagen, 5.44 pounds per gram.

Just before school ended, other physics students built working catapults and trebuchets.

The catapult built by Mike Balch and Jason Barry earned 1172.9 points for distance and conformance to standards. This was a NEW WORLD RECORD POINT SCORE.

The trebuchet built by Connie Emerson and Kelly Wood earned 947 points and threw its bullet 183.6 feet. These were NEW WORLD RECORDS.

BANNERS HHS HANGS PROUDLY IN ITS GYM

2009-09-09T07:00:00.001-04:00

Hanover High's gym is hung with many banners of championship teams, but these are among the ones the school is proudest of: the annual sportsmanship awards voted by the coaches and officials of the New Hampshire coaches' associations.

The NH Football Officials' Association defines its award: "After every varsity football game, the assigned crew completes an evaluation form focusing on three areas -- Sportsmanship, Game Administration, and Facilities. These evaluations are reviewed throughout the season to address any areas of concern. At the end of the season, all evaluations are tabulated and summary results are published. To recognize the schools that have demonstrated the highest standards of Sportsmanship, the Association presents a special banner to the highest-scoring school in each division."

ALUMNAE NOTES: HHS 1970 GRADUATE'S CAREER OF TEACHING AND LEARNING

2009-09-08T07:00:00.001-04:00

Teacher Noel (LeBaron) Jenks, HHS 1970, is shown at left in this photo from the Marietta, Georgia, Daily Journal with her present-day Latin student. When Noel came to Hanover with her parents in the 7th grade she had been in six different schools as her family traveled with the Navy. Her father worked at Dartmouth's Thayer School until Noel graduated from HHS, and since then she has earned an MA at Georgia State University and is now enrolled in the Latin PhD program at Florida State University. Another lifelong learner from Hanover High!